Toots Day Nursery

What is it like to attend this early years setting?

Children are inquisitive learners. They enjoy using all of their senses to discover new and exciting items to use in their play. For example, they touch, smell and taste a diverse selection of foods. Children use new vocabulary to talk about how things feel and taste. They take pleasure in cutting a variety of fruits and say whether it is 'cold' or 'sweet' as they bite into watermelon.

Children behave well. They are learning to understand the feelings of others because practitioners talk to them and model good listening skills. When children get attached to objects and struggle to share them, practitioners take the time to talk to children about sharing. Practitioners help children to feel safe and secure by getting to know them well. Children go to the practitioners for cuddles and reassurance and these warm relationships help them to join in and play happily with their friends.

Children have a variety of opportunities to develop mathematical skills. In the pre-school garden, children go on the hunt for numbers and relish the challenge when adults say, 'Keep counting, keep counting' or 'Now you have to count to 31'. As a result, children show high levels of engagement in their play, they concentrate, persevere and try hard.

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

• Children demonstrate that they feel safe and happy. They play freely by themselves, alongside friends and with practitioners. Practitioners recognise when children need help and swiftly offer guidance. This promotes children's confidence and self-esteem.
• Leaders and practitioners have created an enriching and ambitious curriculum across all areas of learning. Practitioners work together with parents to understand the backgrounds of all children. This helps them to plan personalised support. As a result, all children are well prepared for the next stage of their learning.
• Children enjoy engaging safely in physical activities, both indoors and out. They climb, jump and run freely. Practitioners know that access to a range of tools helps develop children's confidence and that tackling more challenging activities increases their motivation. As children learn to thread using a variety of materials, over time they concentrate and try hard.
• Babies and toddlers fall asleep in a peaceful and calm room. Every child sleeps for as long as they need. As they wake up, practitioners smile at them and help them make their bed. This helps children to wake up feeling happy and safe.
• Children, including those with special educational needs and/or disabilities, are very well supported. Leaders and practitioners work together with parents and external bodies to ensure that all children have equal access to a range of rich and exciting experiences. Practitioners take swift action to identify any support that children need and parents report that children are rapidly developing new skills.
• Children's communication and language skills are developing well. In the baby room, practitioners make sure they make lots of eye contact and chat to the babies about what they are doing. As a result, children are able to communicate their needs successfully.
• Overall, partnerships with parents are strong. Parents say that their children are nurtured and cared for because practitioners take the time to learn about them. They say that practitioners ask what they can do to help if parents have any concerns. Some parents say how this reflects the nursery's very inclusive ethos and helps all children make good progress.
• Leaders and practitioners support children to learn about other cultures and family dynamics. They help children to feel valued as they share their experiences. However, they do not always support all parents to understand the importance and benefit of these activities.
• Leaders support new practitioners through an induction process, which includes mentoring with more experienced practitioners. They ensure all practitioners have regular opportunities for training. However, the leadership team have not sought further ways to help all practitioners develop a deeper knowledge of teaching and learning.

What the setting must and should do next

The provider should:

• strengthen communication with parents so that there is a shared understanding of how children are taught about the world around them
• build on the existing good practice and seek further ways to help all staff develop first-rate teaching skills.