Total Tots Ltd

What is it like to attend this early years setting?

Children are extremely happy at this welcoming nursery. The bonds between children and their key person are evident. These are built up from the initial settling-in sessions when children first start attending the nursery. Children quickly settle when they arrive as they are greeted by friendly and caring staff. They follow the routines within their room with ease because they are familiar with them. For example, when it is time to go outside, children get their sun hats and line up. As a result, children behave well and develop good self-care skills and independence.

Communication and language are supported particularly well at the nursery. Children have opportunities indoors and outdoors to look at books and listen to stories. Staff sing nursery rhymes with children throughout their play. At snack time, staff say the names of fruit and encourage children to repeat them when they select which fruit they would like. This helps children to develop their speech and language skills.

The children very much enjoy playing outside. Older children balance along planks of wood and coloured bricks. All children enjoy making sandcastles as they play in the sand. Staff support children's mathematical development through water play. For example, children are encouraged to practise filling and emptying containers. Babies enjoy rolling balls down chutes and pushing themselves along on the balance bicycles. Staff praise children's efforts and achievements. This helps children to have positive attitudes towards their learning.

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

• The dedicated and experienced manager has a clear vision for the nursery. She has implemented a curriculum with a particular focus on communication and language. Staff also incorporate children's current interests. However, some activities are too easy for children. For example, children easily complete a circuit as they walk along a balancing beam. Other children confidently direct remote-control cars back and forth. Staff do not always take learning further to challenge children to achieve their full potential.
• The knowledgeable special educational needs coordinator works in partnership with agencies and the families of children who need additional support. She talks confidently about the progress that children make and understands what they need to learn next. External agencies speak positively about the partnerships that they have with the nursery. This effective partnership working means that children receive the support they need to succeed.
• Children are encouraged to be independent. Older children help to set the table for lunch and confidently serve themselves their food. Younger children are learning to pour their own drinks and choose their lunch, while babies feed themselves successfully. Children confidently manage their personal needs, and know when and how to wash their hands. Consequently, children are developing their independence, and understand the importance of good hygiene practices.
• Leaders and managers support staff in carrying out their roles effectively. For example, staff meet with managers regularly to discuss their professional development and their key group of children. In addition, the provider places great emphasis on supporting staff well-being. Incentives are given to staff in recognition of their hard work. Staff also give 'shout-outs' to each other, which are displayed in the staffroom. This, in turn, has a positive impact on children's personal development and well-being.
• Parents speak highly of the nursery and staff. They say that their children are excited to tell them all about their day. Parents are delighted that their children are happy and content in the welcoming nursery. Parents also enjoy receiving the weekly learning focus that is shared with them via the nursery app. Parents and staff have good relationships, which help children to form secure attachments with staff through positive partnership working.
• The nursery has recently linked with a childcare setting in Australia so that children can become pen pals. The children have enjoyed collecting items to send and are eagerly awaiting their parcel from Australia. Staff encourage children to add their holiday destination to the map displayed so that their friends can learn about the countries they have visited. Families are encouraged to take 'Sunny the Sloth' on adventures outside of nursery for children to talk about with their friends. As a result, children are developing a good understanding of the wider world.

What the setting must and should do next

The provider should:

• devise even better teaching methods to provide children with appropriate levels of challenge in order for them to achieve their full potential.