Toy Box Nursery Scunthorpe Limited

What is it like to attend this early years setting?

Since the last inspection, leaders have reflected on the curriculum and made significant improvements to the way in which they teach. Children are highly engaged in learning about insects. Staff skilfully provide a wide range of learning opportunities relating to this interest. They show curiosity in their environment, hunting for ladybirds in the garden. They concentrate well on activities that they have chosen for themselves, as well as adult-led activities. As a result, they make good progress across all areas of learning.

Children's communication and language skills are well supported. Babies happily babble during play. Adults repeat the sounds they make and model single words, such as 'star'. Staff repeat children's sentences, using the correct pronunciation. They use stories to introduce new words. Children confidently talk about their learning, saying 'If it has a shell, it's a snail'. They are developing a good understanding of the world around them.

Since the COVID-19 pandemic, leaders have recognised that some children need more help to separate from their parents. When new children start at the setting, they are allocated a key person. Their key person gets to know them and their family well. Additional visits and settling-in sessions are offered. Children form good bonds with their key person and settle quickly, meaning they are ready to learn.

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

• Leaders regularly observe staff and give them feedback. They plan staff training that improves the quality of education provided. Leaders explain the curriculum goals they have for children, and how these are broken down to smaller steps. For example, babies are encouraged to explore their food with their hands. They develop the small-muscle skills they need to put the food to their mouths. Older children gradually learn to use a spoon. This builds to using a knife and fork to confidently feed themselves.
• Staff talk to parents and observe children to find out what children already know and can do. Activities are planned to meet their next steps in learning. As a result, children are given the right amount of challenge to make good progress. Staff tell parents how they can share their children's learning at home. For example, they talk about the 'rhyme of the week'.
• Children who speak English as an additional language are supported to develop both their home language and their emerging spoken English. When welcoming children to the session, staff sing 'hello' in the different languages of the children who attend. They use online translation services and ask parents about key words in children's home languages. As a result, children are building their confidence in using both languages as they play.
• Children make good progress in their physical development. They move along obstacle courses with confidence. Staff recognise when some children are nervous about climbing. They alter the height of the step ladder. They give children instructions on how to keep themselves safe. Consequently, children develop the confidence they need to challenge their own physical skills. They exclaim, 'I did it!', showing pride in their achievements.
• Children behave well. They are respectful and say 'please' and 'thank you'. When they are upset, staff reassure them. Staff help them to manage conflicts with their friends. However, staff do not always name children's emotions or talk to them about how their friends may feel.
• Children with special educational needs and/or disabilities are well supported. Staff adapt activities and routines to take account of their individual needs. For example, children who find whole-group activities difficult are given individual support. As a result, they do not miss out on any learning opportunities and make the good progress of which they are capable.
• Additional funding is used well to support children's individual needs. Early years pupil premium funding is used to purchase sensory toys. Children play with these during adult-led activities. This helps them to stay calm and sit with their friends. As a result, they are developing their concentration and social skills.
• Children are supported to develop their independence. Toddlers watch in the mirror as they clean their face. Children wash their hands independently and staff help them to learn about germs. Older children prepare snack for their friends, peeling and cutting fruit.

What the setting must and should do next

The provider should:

• further strengthen the good teaching practices by naming children's emotions, so that they are even more able to understand and manage their own feelings.