Tip Top Day Nursery, Bilston

What is it like to attend this early years setting?

Children thrive in this welcoming environment. They form close relationships with staff, who greet them warmly. Staff plan stimulating activities that take account of children's interests and next steps in their learning. As a result, children engage quickly in their play. Children are actively involved in learning how things grow. They enjoy digging using small tools, and they plant seeds and watch how herbs, potatoes and sunflowers grow. Staff encourage children's awareness of foods that are good for their bodies. They encourage children to drink regularly because it is warm. Children recognise that they need to put sun cream on before they go into the garden. They explain that it is to stop them burning because the sun is hot.

Relationships between staff and children are very good. Children involve staff in their play. They show pride in their work and delight in showing staff what they have made. For example, they share pictures of houses and trees they have created using a wide variety of shapes. Staff recognise when children may need some reassurance and cuddles. They acknowledge that children are wary of visitors to the setting and provide activities that they know children really enjoy. Staff promote positive behaviour. They remind children about the need to have 'gentle hands' when playing with their friends as they learn to share and take turns. Staff build children's confidence and self-esteem through the praise and encouragement they give them.

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

• The manager and staff have made significant improvements since the last inspection. Effective systems are in place for staff supervision sessions. Access to professional development opportunities has had a positive impact on staff's awareness of ways to support children in their learning through play. Staff say they feel supported and benefit from training they receive. Effective policies and procedures for keeping children safe are in place. The manager and her staff team demonstrate a secure knowledge of the signs that may indicate that a child is at risk of abuse and neglect. They fully understand local referral procedures to ensure children remain safe.
• Staff know their key children well. They plan activities to meet their individual learning needs. Planning is displayed and is used to refer to when needed. However, it is not yet fully embedded and staff who are not as confident in their planning still need some support.
• Children are fully engaged in a variety of activities throughout the day. They enjoy drawing around each other using chalk and measure how big they are using building blocks. Children enjoy recreating pictures using various shapes. They confidently name the shapes and differentiate between the different-sized shapes they need. However, at times, noise levels can become high, which has an impact on children getting the most from their learning.
• Children relish their time outdoors being active. They use wheeled toys confidently and manoeuvre around obstacles with care. Children enjoy climbing on low-level equipment. They make marks using various chalks and recreate familiar experiences in the playhouse.
• Children with special educational needs and/or disabilities (SEND) are supported well. Staff use their observations of children involved in play to identify possible gaps in learning. The special educational needs coordinator (SENCo) understands her role and works with parents to ensure children receive additional support where needed. Children who speak English as an additional language are supported well. Staff gather key words from parents and use online apps to learn words and phrases to help children during their time in nursery.
• Parents are very happy with the care and support they and their children receive from the manager and staff. They enjoy using the online app, which is used as a way of communicating and sharing information about their children's learning and activities they have enjoyed at nursery and at home. Staff share ideas with parents for continuing their children's learning at home to encourage consistency between home and nursery.

What the setting must and should do next

The provider should:

• support staff to recognise the impact that noise levels have on children's ability to fully engage with the curriculum on offer
• continue to develop the use of planning for those staff who are less confident in the process.