Toddler Town Day Nursery

What is it like to attend this early years setting?

Children arrive happy and settle quickly with their key person. They show eagerness to come into the room to see what activities are on offer. Children behave well and listen to each other as they spend time cooperatively building their train track. Children follow staff's instructions and respond to picture routine cards. Children understand what is happening next and what they have to do to get ready, such as tidying up. Children share what they are excited to do next. For example, when tidying the toys away, they share they are excited for group time. Children learn about their emotions through familiar songs. When staff ask children how they are feeling today, children share they are happy and why they feel happy. This helps children to build an understanding of their emotions.

Children concentrate for extended periods of time when they use the creative resources to make marks on paper. They proudly share their creations with the staff when they have drawn a rainbow. Staff offer children an abundance of praise for how they communicate what they have drawn. Children learn about different foods from other cultures and festivals. This broadens children's experiences and encourages them to try new things. Staff teach children about differences, and they celebrate what makes them unique.

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

• The manager has developed a much clearer understanding of the curriculum intent since their last inspection. Staff now deliver an education programme that successfully covers the seven areas of learning. They identify starting points with children and use this information to assess children's development. Staff regularly monitor children's progress and plan well for their learning.
• Staff have supervisions with the manager to reflect upon the quality of their work and professional development. They talk enthusiastically about the training they receive. Staff recognise how this has supported their practice, particularly with how they promote positive behaviours. As a result, staff support children to understand their behaviours and respond appropriately to actions they have observed.
• Staff have good support in place for all children, including those with special educational needs and/or disabilities and children that speak English as an additional language. Staff share information with Reception teachers to ensure that children are fully supported when they transition to school. They work closely with the local authority to provide children with timely support to make progress in their development.
• Staff plan activities that promote children's school readiness. They understand the importance of helping children to build resilience, so they are prepared for the next stage of their learning. Children develop a 'can do' attitude and eagerly try tasks for themselves. They develop good levels of independence. For example, staff provide children with water tray activities to promote tipping and pouring in preparation for pouring their own drinks.
• Parents say they are happy with the care their children receive at nursery. Staff now give parents suitable information about their children's learning, including how some can support their learning at home. However, they are not yet fully working in partnership with all families to help them to further support children's learning at home.
• Children follow good hygiene practices. During care routines, staff explain to the children about what is happening and remind them why they need to wash their hands. Children learn about healthy eating through a range of activities. For example, staff promote this during snack times when they talk about the food they eat. Children learn where food comes from. They discover that a plant grows when they plant their fruit seeds in the garden.
• Children are motivated learners and confidently choose what activities they want to explore. They give thoughtful responses to the questions that staff ask them. However, at times, staff do not make the most of their interactions with children, to fully support them to extend further their knowledge and understanding.
• Staff support children well to develop their communication and language skills. For example, they encourage children to repeat single words and build on their early vocabulary and communication skills. When children learn about minibeasts, they name the insect and staff skilfully model correct pronunciation to support their speaking.

What the setting must and should do next

The provider should:

• develop ways to build on parent partnership even further to ensure children are fully supported with their learning at home and in the setting
• support staff to enhance their teaching techniques to help extend children's knowledge and understanding even further.