Wooden Tops Day Nursery

What is it like to attend this early years setting?

The provider has not notified Ofsted about one of the directors of the company. However, the risk to children is minimal because the director does not have unsupervised contact with the children.

Staff have high expectations for children's learning and promote this through effective teaching methods. Children behave well and are eager to play and motivated to learn. For example, pre-school children giggle as they pour and spoon water into the bowl on the kitchen scales. They watch as the dial rises to a higher number as they add more water. Children use scissors to chop up real leaves. They add the leaves and teabags to the water and stir it vigorously to see what happens. During such times, staff introduce new vocabulary and ask children questions that encourage them to think and give fuller answers. Children learn about simple concepts such as numbers and weight. They confidently talk about significant events they have experienced outside of nursery.

Toddlers observe the tomato plants and sunflowers as they grow, and they learn how to take care of them. They explore the textures and smells of the scented shrubs. Babies take part in activities such as playing skittles, building towers with blocks and painting. During such activities, staff acknowledge the sounds and actions babies make, to help them develop their early communication skills.

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

• The provider does not have an effective procedure in place to make sure that information is shared with Ofsted to ensure the safe and efficient management of the nursery. Consequently, Ofsted has not been able to carry out the required checks on one of the directors of the company. This is a breach of the legal requirements. Nevertheless, the risk to children is minimised because the director has completed a Disclosure and Barring Service check. Additionally, the director does not have unsupervised contact with the children.
• Staff regularly observe children in their play and use suitable government guidance to benchmark their achievements. They use this information to plan a curriculum that provides challenging and interesting activities and experiences across all areas of children's learning. Staff continually reflect on and adapt the activities they provide to ensure they challenge children and incorporate their ever-changing interests.
• Staff support children's literacy development well. For example, they regularly read to the children and promote their knowledge of letters and sounds.
• Staff provide some resources and activities that extend children's understanding of cultural differences and diversity. However, they do not always ensure that these reflect the backgrounds and experiences of the children attending the nursery.
• Staff skilfully identify and support children who need extra help to develop their speech. They have attended Early Talk training. Staff use an early communication screening tool to identify delays in children's use and understanding of language and to help them plan supportive interventions.
• Staff place a great emphasis on rewarding children's positive behaviour. Additionally, they use positive role modelling to encourage children's good behaviour. Staff provide a nurturing environment that helps children to feel relaxed and safe and to engage in new experiences.
• Children move freely between the indoors and outdoors. They play outdoors for extended periods throughout the day. Children have the opportunity to experience physical challenge and manage risks for themselves. For example, children use their imaginations in their play as they build, create and climb with the car tyres and planks of wood.
• The special educational needs coordinator brings a wide range of expertise and enthusiasm to her role. She regularly liaises with other professionals to coordinate additional support for children with special educational needs and/or disabilities (SEND). Additionally, staff attend training that is relevant to the needs of the SEND children in the nursery. Any additional funding the nursery receives is used effectively to improve the outcomes for children. This helps these children to make the best possible progress.
• Staff inform parents about the type of activities and experiences they provide for children, for example through daily chats and the sharing of photos online. However, staff are not always successful in making sure that all parents are fully informed about their child's progress and plans for their future learning.
• The manager holds regular supervisory meetings with each member of staff to discuss their well-being, their teaching practice and any concerns they may have. Staff undertake a variety of professional development opportunities to help raise their teaching skills. The manager regularly seeks the views of children, parents and staff. She works with other professionals within the local authority and the on-site community centre. The manager uses this information to reflect on their performance and improve the overall quality of the nursery.

What the setting must and should do next

The provider must:

• make sure there are robust systems in place to ensure that information about any new directors of the company is shared with Ofsted to promote the safe and efficient management of the nursery. (by 22 August 2023)

The provider should:

• enhance children's understanding of the wider community and each other's diverse cultures and lifestyles
• develop the systems for regularly sharing information with parents about children's progress and their future learning.