Toddington Day Nursery

What is it like to attend this early years setting?

Children arrive at nursery eager to play and learn. Staff welcome them with warm words of reassurance. Even children who are new to the setting settle quickly and start playing.

The new owner and managers work closely with staff to provide a well-planned curriculum for all children. Staff take time to get to know children. They assess what children know and can do, then plan effectively for what children need to learn next. Staff talk with parents and other professionals to ensure that children receive the support they need to achieve. All children, including those with special educational needs and/or disabilities, develop well.

Staff provide varied activities that motivate and inspire children's curiosity. Babies enjoy song time. They choose a wooden disc from the 'song bag' with pictures that link to their favourite nursery rhymes. They copy actions and words that staff show them as they sing the songs. Toddlers ask staff to help as they dress baby dolls and pretend to feed them. Pre-school children eagerly hunt for 'Rosie Robin' who is hiding in the trees in the 'forest'. They celebrate with staff when they find her.

Children are becoming confident learners. They are gaining new skills and knowledge that helps prepare them for their future learning.

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

• Children's behaviour is superb. Staff are excellent role models. They use conventions such as 'please' and 'thank you' so children hear and see what staff expect from them. Older children 'buddy' new starters. They help new children line up, ready to go out to the wooded area, and show them how they need to walk round the outside of the log circle to stay safe. Staff working with the younger children make sure they are on hand to help when there are disagreements. They offer reminders such as 'kind hands' when children try to snatch toys, and then praise children when they stop and listen. All children are learning how to share and take turns brilliantly.
• Communication and language are a focus for staff. They make sure they have words in home languages for children who are learning to speak English as an additional language. Staff also use signs as well as words with all children, to help them interact with others. Staff suggest new words, repeat what children say and help them hear correct letters and sounds. On occasion, staff talk too quickly and do not leave enough time for younger children to think and respond.
• Children develop physical skills. Staff make sure babies can use their play spaces outdoors to pull up to stand, push wheeled toys and climb up low steps to a slide. Staff encourage children to keep trying, and clap when they succeed.
• Toddlers enjoy a dough activity. Staff play music and encourage children to push, pull, stretch and roll the dough in time to the music. Children develop better control over their arm, hand and finger muscles. This helps them as they learn to use pens, pencils and crayons for drawing and writing.
• Children join in different activities well. Older children love hearing the story of the 'Gruffalo'. They recall the different characters and sequence of events in the story. Younger children explore golden bells. They shake them to hear the noise and roll them across the floor. Staff ask questions and talk with children as they play. Sometimes, however, more enthusiastic and confident children take over the conversations. As a result, staff miss chances to include the quieter children as well as they could.
• Pre-school children have fun in the wooded area outdoors. Staff encourage them to recall how to stay safe. Children know not to 'lick' or 'pick' things, as they could make them sick or hurt the plants or flowers. Children also know that the rope means they must stop, as it may not be safe to go past it. Children show care and consideration for others. They fill buckets with water to share with friends as they use brushes to 'paint' the fence. Other children hand friends twigs for the spines on the clay 'hedgehogs' they are making. They proudly show off their finished models, pointing out the nose and eyes they have put on, so the hedgehogs can 'see' and 'smell'.

What the setting must and should do next

The provider should:

• make sure staff involve quieter children more, to extend further their learning and development
• provide more time for younger children to think and respond when talking with them.