Tops Bearwood

What is it like to attend this early years setting?

Children are happy as they arrive and settle quickly into this warm and welcoming nursery. Staff form close and affectionate attachments with children and provide them with plenty of reassurance and cuddles. There is a supportive and nurturing atmosphere to help children to move through the nursery confidently.

Managers and staff plan a broad and balanced curriculum that is based on what children need to learn next. The strong focus on helping children to feel socially and emotionally secure supports children's well-being very effectively. Staff know children well and build on their skills and understanding as they play. There is a consistent approach to supporting children's independence throughout the nursery. Staff enable children to develop their self-care skills. For example, they support children to manage toileting and dressing by themselves.

The nursery is calm and inviting with inspiring activities for children to explore. Children are busy and motivated learners and their behaviour is good. Staff treat children with kindness and model good manners. For example, older children learn to cooperate with each other as they make a robot out of boxes and tape. Staff skilfully support sharing and gently encourage children to help each other. Children beam with pride when staff praise their good teamwork.

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

• Parents speak highly of the nursery and say that staff are caring and supportive. They appreciate the flexible settling procedures that enable their children to feel happy and secure. Staff keep parents informed about children's achievements, and parents talk about children's experiences at home. Parents comment positively about the healthy and nutritious meals that their children enjoy at the nursery. They appreciate the focus on children's good health and well-being, including opportunities to play outdoors and be physically active.
• The management team are ambitious for the future of the nursery and show strong commitment to continuous improvement. They continually reflect on the service they provide and involve parents in deciding on potential improvements. Staff say that they feel valued and supported in their work and enjoy the many opportunities they receive for enhancing their own professional development.
• The quality of teaching throughout the nursery is strong. Children benefit from well-thought-out activities that ignite their love of learning. For example, staff expertly encourage younger children to listen very carefully to a range of musical instruments. Children enthusiastically explore the instruments and thoroughly enjoy making music together. They begin to learn the names of the instruments, gain a sense of rhythm, and develop their curiosity and creativity.
• The special educational needs coordinator provides effective support to staff so that they are able to help all children to make good progress. Staff implement timely and targeted plans when children need extra help. Additional funding is used effectively and staff work closely with other professionals, such as health visitors.
• Overall, children gain good communication and language skills. Staff sing songs, read stories, and encourage conversation throughout the nursery. For example, staff sit with children at mealtimes and encourage them to talk about their day. However, during some adult-guided activities, staff do not support quieter children to express their thoughts and ideas. They miss chances to extend and enrich their learning.
• Staff know what children need to learn next and plan interesting activities to build on their learning. For example, younger children laugh as they experiment with pouring and splashing in the water tray. Staff teach them new words, such as 'splash' and 'pour', to develop their growing vocabulary. However, occasionally, staff miss spontaneous opportunities to build on children's interests and achievements during child-led play.
• Managers and staff ensure that children are ready to move on to school. For example, they arrange visits from local teachers. They have conversations with school staff and pass on valuable information that supports consistency and continuity. Children move on in their education with confidence and self-assurance.

What the setting must and should do next

The provider should:

• support and coach staff to encourage quieter children to participate fully in activities to extend their learning further
• encourage staff to make the most of spontaneous opportunities to follow children's interests to provide them with even more challenge.