Taylor's Tots Nursery

What is it like to attend this early years setting?

This nursery has a lovely calm and friendly atmosphere. There is a strong focus on emotional support for children, who form strong bonds with staff. Children are very happy and engage enthusiastically in the activities on offer. New children attend gradual settling-in sessions and benefit from plenty of attention, reassurance and cuddles from staff. Children behave well. They share and take turns with resources.

Babies spend lots of time happily exploring under the close supervision of kind and caring staff. The youngest children giggle and clap along to musical toys. Babies are beginning to sit, crawl and take first steps. Children develop communication and language skills well. Older children confidently engage in conversations with adults and visitors to the nursery. Children of all ages enjoy singing rhymes and songs. They develop large-muscle skills as they balance, play with balls and ride wheeled toys. Small-muscle skills develop as children make marks with brushes and fingers or manipulate dough. Early writing skills are emerging as they progress from making marks with fingers, brushes and crayons to using pincers, pens and pencils in pre-school.

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

• The manager has a clear vision and is passionate about providing high-quality care and learning for children. A strong educational programme is in place which places a high priority on children gaining the emotional, physical and communication skills they require to succeed in the next stage of their education, including school.
• Staff report that they are happy in their work and receive the support they need from the manager. They benefit from appraisal meetings, training and regular staff meetings to help develop their practice. However, the manager recognises that she could enhance support for some staff to help raise the quality of teaching to a consistently high level.
• Staff know children well. They have a good understanding of what children already know and can do. Staff plan a wide range of interesting and stimulating activities and experiences for children. However, not all staff are skilled at using assessment information to focus planning and teaching precisely on what individual children need to learn next, to help children progress at a faster rate.
• Staff promote communication and language skills well. Those working with babies and toddlers use simple, repetitive words and language. Children babble and utter words happily in response. Staff working with older children use simple questioning techniques to engage children in conversation.
• Staff encourage children to gain awareness of materials and texture. Younger children enjoy exploring sand and rice. Older children make pictures of owls using paper, paint and glue.
• Children are developing a love of books and stories. Staff working with the youngest children use simple board books to show children pictures. Toddlers and pre-school children join staff at regular story sessions.
• Older children develop independence well. Staff encourage children to collect their own drinks and put their own aprons on. Children take responsibility for small tasks, such as tidying away toys at the end of a session.
• Children develop good mathematical skills and understanding. Staff encourage younger children to count using their fingers as they sing number rhymes and songs. Older children learn about size, capacity and quantity as they sort animals into order. Children talk excitedly about big polar bears and small penguins as they line them up in order of size.
• Strong parental partnerships are in place. Parents and carers are highly complimentary about the care their children receive. Staff use a variety of methods to keep parents informed about their child's care and learning. These include daily conversations, parents' meetings and electronic communications. The setting provides an annual occasion where all parents and extended family members are invited to a social gathering at the setting to help cement relationships within the community.
• Staff provide good support for children with special educational needs and/or disabilities. They work with parents and external agencies to ensure children receive the care they need to make good progress in their learning and development.

What the setting must and should do next

The provider should:

• develop supervision and support arrangements for staff to raise the quality of teaching to a consistently higher level
• use assessment information to focus planning and teaching more precisely on what individual children need to learn next.