Bizzy Tots Day Nursery

What is it like to attend this early years setting?

Children thrive at this outstanding nursery. They are highly motivated to explore the rich, vibrant varieties of activities both indoors and outdoors that staff provide. Babies are engrossed in making chapattis. They eagerly select jugs and show high levels of concentration as they pour water in a bowl and mix all of the ingredients together. Staff support babies communication and language skills exceptionally well. Babies learn and use new words, such as 'tipping,' 'mixing' and 'sticky.'

Toddlers are thoroughly engrossed in the activities on offer. They enjoy playing with cars and a garage. Toddlers can skilfully negotiate with one another as they happily take turns and make space for others to join in. They are sociable and exceptionally well behaved. Staff support children's imagination and language skills through skilfully asking open-ended questions and playing with them. This enables children to develop their imagination and language skills in order to make the best possible progress they can. Pre-school children show deep-level thinking and are able to articulate what they know confidently. They show that they have remembered stories they have learned and are able to recreate these stories using a rich range of open-ended materials. Older children expertly talk about what they know and what they are doing, and they are extremely proud of what they have created.

All children, including those with special educational needs and/or disabilities (SEND) make excellent progress in their learning. Staff have the utmost respect for all children.

What does the early years setting do well and what does it need to do better?

• Leaders are inspirational. They use their research and expert knowledge of child development to lead by example and inspire the staff team. Leaders support staff to implement their ambitious curriculum that is securely embedded across the whole provision.
• Staff routinely teach children about cultures, backgrounds and family types. They do this by ensuring they know all of the important people in children's lives and the festivals they celebrate. Children bring in photos of their families, and staff have ongoing discussions with them about their families and home life. All children are celebrated, confident and feel a great sense of belonging.
• The whole environment is rich and varied and set up in a way that gives all children autonomy and choice. Older children are motivated and able to competently choose what they would like to play with. For example, they diligently select sticks, blocks, string and tape to expertly build structures and houses. Older children are also able to extend their own learning further through the use of books. They enjoy independently selecting specific books in order to gain ideas about what they want to build and how they will do this. All children are proud of what they can do and have high levels of self-esteem.
• Staff develop excellent partnerships with parents. Parents comment on the outstanding progress their children have made in their learning and development. They also know what their children have been learning in nursery and say that all of the staff know all of the children very well. Parents also report how well prepared their children are for their next stage of learning and transition to school.
• Staff have high expectations for every child. They know all of the children and their abilities. Staff use this information to inform ambitious, sharply focused plans as to what children need to learn next. Staff act quickly when children are not developing typically for their age. They work successfully with other professionals and parents to help children catch up swiftly. This includes providing precisely targeted support for children with SEND.
• Staff ensure children's care is prioritised and tailored to their individual needs. They show respect as they sensitively talk to younger children about their personal care routines and changes. Older children learn to manage their personal care needs well.
• Leaders promote staff's continued development exceptionally well through joining a range of professional development programmes and supporting staff to access tailored training. This has empowered and motivated all staff to continuously improve their practice and raise the quality of teaching to ensure all children make the best possible progress they can.