Tops Fawley

What is it like to attend this early years setting?

Children receive a warm welcome from caring and passionate staff on arrival at the nursery. They are happy and confident to separate from their parents/carers. For instance, children say goodbye at the main door before being taken to their classroom. Children settle quickly before engaging with their learning, demonstrating that they feel safe and secure in their environment.

Children behave well across the nursery. They demonstrate a clear understanding of the high expectations for their behaviour and conduct. For instance, during mealtimes, children share and take turns as they self-serve their own lunch using real cutlery and plates. They say 'please' and 'thank you' to each other as they sit together and eat in a calm and relaxed atmosphere. Children have positive attitudes towards each other and the staff.

Children make good progress across their learning and development. Staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND). For example, the setting uses additional funding to purchase resources that are tailored to the individual needs of children, to further enhance their learning. The environment is fully inclusive. All children make continued progress from their starting points.

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

• Staff know their key children well. This enables them to plan a curriculum that is both stimulating and engaging. For instance, children learn how to make scented play dough. Staff successfully introduce new language, such as 'soft', 'sticky' and 'herbs', as children explore the different textures. Children are curious and eager to join in, freely sharing their ideas. Children's development of language is well supported by experienced staff.
• Children benefit hugely from being physically active, both inside and outside of the nursery. For example, young babies enjoy regular tummy time. They are encouraged to explore and learn to take managed risks as they pull themselves up using play equipment. Older children are deeply engaged in play in the garden, as they freely explore the large space that is on offer as they run and climb skilfully. Children develop good physical health.
• Parents feel valued and involved in their children's learning. Staff regularly share information about children's learning with them in a variety of ways. For example, parents consistently share positive feedback about the nursery's online platform, which gives them instant access to their child's day at nursery. These close working relationships help parents support children's learning effectively at home and reflect a positive and respectful culture between staff, children and parents.
• The key-person approach is securely embedded across the nursery. Children form close positive relationships with staff. For instance, during bottle-feeding routines, staff tenderly rock babies in their arms as they feed them, replicating their home routines well. These close attachments support children to become confident learners who are more than ready for their next stage of learning.
• Staff support children to become increasingly independent in their self-care. For example, the nursery operates a 'potty academy' where children independently place markers on to their names to celebrate their achievements. This promotes their confidence and independence and has a positive impact on their emotional health.
• Leadership and management of the setting are good. The manager and her team have developed close working relationships with their staff. For instance, the manager regularly carries out supervision of staff; she is supportive and approachable. Staff well-being is at the centre of her practice. The staff consistently report high levels of well-being and feel valued.
• All children, including those with SEND, make good progress. For example, referrals are made to outside agencies in a timely manner to ensure that children receive targeted intervention. Children with English as an additional language are well supported. However, the manager and her team have not fully developed strategies to teach children about the wider world beyond the setting to support children's learning, understanding and acceptance of others through shared values, policies and practice.

What the setting must and should do next

The provider should:

• develop strategies to teach children about the wider world, to support children to develop an understanding and appreciation of diversity.