Toybox Private Nursery Ltd

What is it like to attend this early years setting?

Children thrive in a setting which staff and leaders continuously evaluate to ensure the highest levels of care and education are provided. Children enter the setting enthusiastically and are extremely happy in this stimulating and exciting environment. Staff respond to children who are newer to the setting in a calm and caring manner. This helps them to build extremely close bonds and supports their emotional well-being.

Leaders' have particularly high expectations for children's learning, which is supported by the staff's motivating and engaging methods of teaching. For example, staff skilfully and appropriately intervene to challenge children's thinking further. They ask them what happens when their friends push them on the tricycles. They ask about whether it is harder to travel in a particular direction. Staff know their key children extremely well. They know their child's learning needs and the next steps in their learning. They know their personalities and how they learn best.

Children display exemplary behaviour. Staff act as very positive role models, as they respectfully talk to children and demonstrate good manners. Strategies used are well considered, taking into account the differing levels of children's understanding. As a result, children demonstrate good social skills and are kind and caring towards their peers.

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

• Practitioners have a firm understanding of the intended curriculum. They are extremely knowledgeable in how to extend children's learning as they allow children to follow their interests. They spontaneously adapt activities to meet children's individual learning needs. For example, they introduce bubble play, as children become preoccupied with handwashing facilities, creating a fun and imaginative activity.
• Cultural capital is firmly embedded within the setting. Staff ensure that all children are given opportunities to be exposed to new experiences and skills to give them a firm foundation in their learning. For example, they bring an ice-cream van to the setting and create a beach day. They allow children to order ice cream and learn about the summer season.
• High-quality interactions mean children are continuously exposed to a language-rich environment. Staff recall and recap on children's previous learning. They expand children's vocabulary as they introduce new words which children later use in in-depth conversations with their friends. For example, they talk about things being 'camouflaged' and disappearing.
• Staff recognise the importance of outdoor play. They understand how the promotion of gross motor skills contributes to later writing skills. Children benefit from a range of stimulating and challenging outdoor resources. Staff help them to manage safe risks, as they negotiate the obstacles around the garden. This promotes their overall physical skills, such as balancing, climbing and acquiring spatial awareness skills.
• Children with special educational needs and/or disabilities achieve the best outcomes because staff quickly react and identify learning needs through regular progress checks. They work exceptionally well with other professionals, and consider strategies which contribute to children's ongoing development.
• Partnerships with parents and carers are exceptional. Staff go above and beyond to know and understand the children in their care. Parents are highly satisfied with the level of detail provided about their child's care and learning. They appreciate the high levels of support the setting gives them to extend their children's learning and development at home.
• Children demonstrate high levels of independence. They scrape their own plates after lunch and independently wash their hands. Staff support even young children to persevere with challenging tasks, such as putting their shoes back on. Staffs' praise and encouragement contributes to children's developing self-esteem and high levels of motivation to attempt things for themselves. This supports children to attain the skills required for moving on to school.
• Leaders recognise the importance of investment into staff well-being. Since the COVID-19 pandemic, they have focused on staff morale. One to one supervision sessions are of great benefit to staff. Staff appreciate the opportunity to discuss their ongoing professional development and identify any new training needs. This supports them to deliver exceptional practice.
• Leaders are highly reflective and seek feedback from a range of sources to ensure they are continuously evaluating the setting. They work with other professionals to disseminate good practice, including local colleges and other settings.