Clifton Tots Day Nursery

What is it like to attend this early years setting?

Children arrive happily and staff greet them with a warm welcome and a big smile. The setting makes sure a familiar adult welcomes children in to support them to separate from their carer. Children settle well and demonstrate that they are content and comfortable in this homely setting.

Staff deliver a well-sequenced curriculum that takes into account children's individual needs and interests, which enables children to gain the key skills they need for future learning. Children develop effective communication and language skills. They listen and respond to staff, who extend their knowledge and vocabulary. For example, staff working with the younger children role model well, speaking clearly to them, repeating words and making good eye contact and body language to support children's understanding.

Children behave well, and they are kind and caring towards each other. For example, older children resolve conflicts with little support from staff and independently take turns with resources.

Staff provide good opportunities for children to develop their physical skills in the outdoor area. Older children practise balancing on beams, climbing on the play pirate ship and building by using large equipment. Younger children practise walking and use equipment to learn to pull themselves up to a standing position.

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

• The setting develops good partnerships with parents. They share information about children's development and progress and share ideas on how to develop this further at home. Parents speak highly of the nursery, commenting that the staff are great and really know their children well.
• The setting plans an exciting curriculum that considers children's interests and next steps. Staff know the children well and use observations and assessments to plan interesting learning opportunities. Staff demonstrate good teaching practice. However, on occasion, they do not organise activities well for older children to support them to remain focused and receive the challenge they need.
• The setting places a high importance on supporting all children to develop their self-regulation skills. Staff are tuned in to children's emotional needs, and they encourage children to openly discuss how they are feeling. Children have developed the skills that support them to talk about how they are feeling and use techniques to support them to calm down when they have heightened emotions. This enables children to form positive friendships with others.
• Staff do not provide younger children with consistent routines for mealtimes. On occasions, they sit on the floor to eat and, at other times, they sit at the table.
• Children, therefore, are not always sure what is expected of them. Also, during mealtimes, staff do not provide children with the support and encouragement they need to learn to do things for themselves, for example, to pour their own drinks.
• The setting reflects on the provision well. There is a good oversight of the quality of the provision and there are target areas for improvement. All areas of practice and provision are reflected on well. The setting seeks feedback from parents and staff and findings are used to make well-informed changes. For example, the setting continues to offer older children Spanish lessons after reflecting on the benefits. Older children use Spanish phrases to greet one another and count to 10. The setting conducts regular supervisions and appraisals on all staff to identify areas for development. Staff have access to training opportunities. This ensures that their knowledge remains up to date.
• The setting provides opportunities for children to practise their small physical and mark-making skills. There is a dedicated art studio in the garden for all ages to use. Older children develop good pencil control. They create highly detailed drawings and start to write recognisable letters. This prepares children effectively for the next stages in their early writing development.
• The setting offers older children new experiences that they would not receive at home. For example, they take older children for forest sessions where they learn about the world around them and how different trees and plants grow. Staff have noticed that children's imaginative play has developed through these sessions.

What the setting must and should do next

The provider should:

• organise pre-school planned activities more effectively so that children understand the purpose and remain focused and challenged
• provide younger children with consistent routines for mealtimes, so they understand what is expected of them and have the opportunity to learn to do things for themselves.