1. Babies are very settled and happy within the setting. They benefit from caring and sensitive interactions with practitioners. They enjoy exploring the range of toys and resources, sensory materials, sharing books and singing songs. Practitioners know each child within the ‘baby room’ very well and provide developmentally appropriate experiences. They have developed an effective, streamlined approach to planning, assessing and tracking children’s learning and development. Their efficient use of online learning journals provides an up-to-date overview of each child’s achievements and next steps. Practitioners use national practice guidance increasingly well to reflect on and improve their practice.
2. In the ‘junior room’, toddlers engage well with the range of play experiences on offer, both indoors and outside. They are secure and happy in the positive environment and benefit from nurturing relationships with practitioners. Toddlers make regular use of their outdoor area where they are building their confidence through use of active play equipment and exploring different terrains. They use natural resources and loose parts to build their own obstacle courses.
3. In the ‘early learning room’, children aged three to five years benefit from the warm and caring ethos created by practitioners. They are encouraged to be kind and respectful of others and to care for their environment. Children are keen to learn and show an interest in the world around them. Children benefit from a range of toys and resources, including loose parts and natural materials. Overall, they are supported well to make choices in their play.
4. Practitioners interact with children in a way that is caring and supportive. They intervene swiftly to support children when they are upset or need some help. Practitioners know children well as individuals and support them to follow their own interests. Planning methods take account of Curriculum for Excellence experiences and outcomes in relation to planned themes and topics. Across the playrooms, there are opportunities for children to develop early health and wellbeing, numeracy and literacy skills.
5. In all playrooms, children benefit from daily outdoor learning experiences. Outdoors, children have opportunities to develop their awareness of risk and use different materials within their play. They enjoy exploring and creating with loose parts. Planting and growing activities also help children to learn about the environment and natural world. Regular use is made of the local environment to enrich children’s learning, such as visits to the woods and the park. Visitors to the setting, such as health and community partners, also enhance children’s learning.
6. Transitions from home to nursery and between playrooms are flexible, positive and supportive. The team recognise the importance of developing positive, warm relationships over time with children and their families. Children who are ready to move on to school have a summary report created and shared with the receiving primary school.