Tops All Saints Lymington Day Nursery

What is it like to attend this early years setting?

Staff warmly welcome children and their families into this inclusive nursery. Children are happy to start their day. They eagerly leave their parents and explore the exciting opportunities available to them. For example, staff offer opportunities for babies to follow their strong impulse to explore. They deeply engage in pinching and stretching play dough. Older children spend time creating detailed marks on the floor. They use water and paintbrushes to draw lines and circles. This helps to develop their creativity and physical skills.

Staff plan a range of activities that support children's unique learning styles. For example, they continually observe children's play to identify current interests. Babies show great determination as they transport small scoops of sand into containers. They use excellent small-muscle movements as they persist. Older children form enclosures around them as they build from crates in the garden. Staff encourage children to problem-solve and test out their ideas.

Children behave well. They delightfully play together in the mixed-age garden. Staff sensitively support children to share toys and be respectful to their friends. Older children learn to be caring towards their younger peers. They kindly invite them into their play. This helps children to share, take turns and be kind to one another.

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

• The curriculum is uniquely designed to support children's learning preferences and interests. All staff are clear about the curriculum intent and the ethos of the nursery. They use their knowledge of individual children to engage them more deeply in their learning. For example, staff develop an understanding of certain repeated actions children use during play, known as 'schemas'. They use their knowledge of individual children to engage them more deeply in their learning. Additionally, staff carefully consider extra-curricular experiences that they can provide for children. For instance, children enjoy activities such as gardening club and cooking school.
• Children have good opportunities to develop their independence. Staff include older babies in their personal care routines. For example, they gently encourage them to find their own nappies. Toddlers persist and keep on trying when they feed themselves at mealtimes. Pre-school children receive plenty of praise as they confidently put on their own socks and shoes. This supports children to develop the independence skills required for their futures.
• There is a strong focus on sustainability and caring for the environment at this nursery. Staff are passionate about teaching children to 'love the Earth'. For example, children learn how to reuse materials and how to recycle items. They spend a considerable amount of time outside. Children make bug hotels and plant wildflowers to encourage wildlife in the garden. They develop a strong knowledge of the world around them.
• Partnerships with parents are good. Staff give daily feedback and share information on children's learning and development. Parents are extremely complimentary about the nursery. They comment positively about the relationships their children have with their key person.
• Children with special educational needs and/or disabilities (SEND) are very well supported. The committed special educational needs coordinators are very passionate about their roles. They work together with staff, other professionals and parents to ensure that children's learning and care needs are met. For example, staff implement targeted plans to support children with SEND. This supports children to make good progress in their learning and development.
• Children of all ages have plenty of opportunities to play outside in the fresh air. Overall, staff deploy themselves effectively and positively engage with children. There is a hive of activity outside. This promotes children's curiosity and motivation to learn. However, on occasion, staff do not give enough consideration to meeting the needs of babies that remain inside. For example, at times, although ratios are met, if babies inside become unsettled, there are not always enough experienced staff available to respond to them quickly.
• The manager is passionate about providing high-quality care and education for all children. Staff receive effective supervision and coaching. They benefit from good training opportunities. Staff use the information gained to enhance children's learning. The manager prioritises the well-being of staff. For example, staff can access an available mental health first aider if needed. This helps staff to feel well supported.

What the setting must and should do next

The provider should:

• review and improve the deployment of staff during routine activities outdoors to ensure babies' needs are promptly met.