Toybox Day Nursery

What is it like to attend this early years setting?

Staff greet children and parents warmly. The children have fun and settle quickly into activities of their choice. The manager and staff provide a caring, nurturing environment and encourage children to follow their own interests to learn. Staff get to know the children well. Staff motivate children's curiosity to explore the world around them. For example, when children find a caterpillar in the garden, staff encourage children to look at books and find out about the life cycle of the caterpillar.

The staff organise the large outdoor garden space to promote different areas of learning. They provide opportunities for all children to develop their physical skills, balancing on beams, climbing and being creative with natural materials. Outdoor staff read children stories using props. Children role play their favourite superhero characters and perform songs. Children maintain attention and develop good listening skills. The younger children develop their communication and language skills. Staff use toy ducks, water in a tray and bubbles to encourage children to join in actions and rhymes.

Children are confident to approach staff for reassurance and to ask if they need help. Children's behaviour is good. Staff use a quiet calm approach to support children find solutions. The children enjoy outings in the local community to buy fruit and vegetables which they use in activities.

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

• The director and manager are passionate about creating a 'family' atmosphere. They understand the importance of staff's professional development and well-being. Parents feel the staff are caring and knowledgeable.
• Parents share information with their key person about their children's interests. Staff use these interests to develop children's understanding of the world. Children learn about the 'Balloon Fiesta', a local event. They paint pictures of hot-air balloons which are displayed on the wall.
• The manager seeks parental feedback through questionnaires. Parents feel pleased with their children's progress. They feel that they are informed about their child's day.
• The staff encourage children to develop their understanding of nature and living things. Children use natural resources such as sticks and leaves to paint with. They are curious to find out what happens when they mix paint colours.
• Staff talk and respond to children as they play. Staff show enthusiasm in children's play by joining in with role play. They develop children's language and imagination by getting into characters of the children's choice and developing play ideas.
• Staff working with the younger children introduce words such as splash, pop, bubble and raindrops. Staff also sing songs to introduce mathematical language for counting while exploring water play. For example, they encourage children to join in with the song about five little ducks.
• Staff help children to understand the importance of personal hygiene, such as washing their hands before snack. However, as this takes a long time, some children become bored, lose focus and wander off.
• Children engage in activities and concentrate for a good amount of time. In the mud kitchen, they take turns pouring water and selecting tools to mix the water with mud and leaves. Children's learning is good. However, staff do not build on what children can do to extend their learning and development.
• Staff support children with special educational needs and/or disabilities. They set and use targets to monitor and share progress with parents. They work in partnership with external agencies, such as health visitors and speech and language therapists.

What the setting must and should do next

The provider should:

• ensure staff organise changes in the routine so that children understand what to do
• make sure staff build on what children can do and plan for what children need to learn next.