Hill Top Tots Day Nursery Limited

What is it like to attend this early years setting?

Children are warmly welcomed into the nursery by friendly and approachable staff. Staff take time to work with parents and the children's key person from their previous rooms to find out as much as they can to help children to settle into new nursery rooms. They prepare the nursery rooms for the day with care and attention so that all the children attending can access the curriculum at the appropriate level for them. Children adapt well to new routines, and those who need extra support and help are comforted by their key person. Staff explain daily routines and expectations for behaviour in clear and appropriate ways. They talk to babies and toddlers about what is happening now and what will happen next. Pre-school children know that when a bell gently rings, they stop to listen to what staff want them to do next.

Staff help children to think about how to take care of themselves and others. They show children how to use play equipment safely and allow children to try things out for themselves. Outdoors, older children navigate stepping stones and play games with bats and balls, taking care not to hurt themselves or others as they do so. During play, staff talk to children about healthy lifestyles. Children learn about making healthy food choices by, for example, talking about having a biscuit as a treat.

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

• The provider has taken appropriate action to address the weaknesses identified at the last inspection. There is a well-kept record of staff Disclosure and Barring Service checks in place. Records of children having a progress check between the ages of two and three years are in place, and an effective system to make sure that every child has a check completed is working well.
• The manager and staff have created a strong curriculum that focuses on children's physical, social and communication development. The curriculum is well sequenced and, from room to room, the development of children's skill and understanding is apparent. Staff understand child development and apply their knowledge skilfully to adapt their approach to teaching for individual children. However, at times, they use casual language to refer to children, such as 'guys' and 'mate'. This type of phrasing does not help to prepare children for future relationships with adults in school.
• The special educational needs coordinator (SENCo) has a well-developed understanding of her role. She works closely with the parents and key persons of children with special educational needs and/or disabilities (SEND) to make sure that staff enable children to benefit fully from the nursery activities, resources and environment. For instance, planned activities, such as group story time, are adapted so that children who are active and sensory learners can participate in a way that is meaningful to them.
• Key persons know how their children prefer to learn. They take this into account when they plan learning experiences. They understand that children learn and remember more when they have opportunities to practise and revisit skills in their play. For example, because children showed an interest using dinosaurs to make footprints in play dough, staff provided the opportunity again the next day. Children remembered what they had done previously to make the dough flat and gestured to staff using simple words to show that they recognised the differences in the footprints.
• Staff working with babies are in tune with the different stages the babies are at in their development. Staff respond to babies' babbles and use single words to name objects for babies to hear and mimic. The background music that staff play to help to settle babies is not turned off when they are calm. This music does not contribute to children's learning and impairs their ability to listen to staff.
• Staff have a consistent approach to managing children's behaviour across the nursery. They explain rules to children and, as they progress through the nursery, children are clear about staff expectations for their behaviour. They learn about emotions and about how their actions can affect other people.
• Children are helped to be independent from the time they start at nursery. Babies experience play that involves scooping and pouring sand with spoons and containers, to develop their grasp and coordination as a foundation for using cutlery. At mealtimes, they are encouraged to use specially designed cutlery to feed themselves. The impact of this practice is seen throughout the rest of the nursery where children persist and skilfully eat their meals using proper cutlery.

What the setting must and should do next

The provider should:

• address children using terms that are not casual and are more suited to supporting children's transition to school
• review how music is used in the baby room to make it a meaningful experience that does not have a negative impact on babies' ability to hear sounds and words staff use.