Top Tots Daycare

What is it like to attend this early years setting?

Staff greet children pleasantly as they arrive. Children smile happily, and say goodbye to their parents without hesitation. Children's behaviour is very good. While playing, they show care and consideration to others. Children begin to become strong, independent and resilient as they build positive relationships. They are encouraged to think about their personal safety as they negotiate stairs or join in more lively play outside.

Children form strong bonds with their key person and other adults in the nursery. Babies show that they feel safe as they cuddle up to members of staff or walk around to investigate their immediate environment. Staff develop children's curiosity well. They organise sensory play that absorbs children's attention. Older children pat and squeeze dough, and younger children explore the water play in the garden. Babies build on their physical skills as they safely toddle around. Children are confident communicators. They follow simple instructions and make their interests known. Older children know how to engage in conversations, such as taking turns to speak and listen. Staff ask older children more complex instructions, and the children show their increasing understanding of the spoken word.

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

• Staff are knowledgeable about the children they care for. They understand their individual personalities and learning needs. Staff plan a varied curriculum, using regular assessments to build on what children know and can already do.
• There are effective systems to monitor the delivery of the curriculum to ensure that all children receive a positive start to their education. The manager provides good support and professional development opportunities to help enhance staff's teaching skills and confidence. Staff feel that they are highly supported.
• Staff communicate well with children. They give a meaningful commentary when children are engaged in activities. Staff ask children age-appropriate questions to develop their thinking skills. As children interact with play dough, staff introduce older children to interesting words such as 'squished' and 'knead' to extend their vocabulary. Younger children sing along to songs and listen to stories, which helps to promote their language skills.
• Staff work to promote a smooth and confident settling-in procedure for new children. Before children begin in the nursery, staff speak with parents. Together, they complete necessary records and share important information. This information enables staff to plan carefully for children's individual needs. Children with special educational needs and/or disabilities receive good, targeted support. Staff meet regularly with families and other professionals involved in children's care to discuss their progress and plan their next steps in learning.
• Older children begin to talk about their feelings. Staff use stories to help them understand different emotions. Children use an emotions board to let staff know if they are angry or sad. They learn to follow the daily routines that help keep them healthy and safe. Children are reminded to wash their hands at different times of the day, to encourage their self-care skills. However, on occasion, younger children wait too long for their lunch and become distracted.
• Children are developing their independence, in preparation for adult life. Older children confidently use the toilet themselves and put their coat on for outdoor play. However, some older children are not yet confident in interacting with the other children. Staff need to plan more support to help these children to extend their social skills.
• Children take part in a variety of interesting and stimulating experiences. They grow strawberries, tomatoes and a range of other fruits and vegetables. Children work with staff to care for the plants. This helps children to develop their understanding of changes in the environment and supports their understanding of healthy eating.
• Parents are positive about the nursery. They feel that they receive constant and clear communication about their children's development. Parents praise the staff highly for their dedication and the good-quality care their children receive. They value staff's support, such as books to read with their children at home.

What the setting must and should do next

The provider should:

• plan lunchtime routines more carefully, in particular in the baby room, to reduce children's waiting time and fully engage them in their learning
• strengthen support for older children who are not yet fully confident in interacting within the group, to develop their social skills further.