Tops Day Nurseries - Mini Mariners

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children settle quickly on arrival and are curious and eager to participate in the exciting activities.

For example, babies giggle as they splash in water, noticing the effect they are having as the water leaves the tray. Children grow in confidence and are happy exploring the well-resourced, calm, but busy environment, which enables children to make choices and extend their ideas. Children of all ages have daily opportunities to be outside and develop their physical skills.

For example, babies who have just started walking manage to keep their balance in long grass, while older children manoeuvre bikes with control an...d steer around obstacles. Staff make good use of the settling-in procedures to get to know the children well. They seek important information on babies' routines and follow these to help them feel safe and secure.

Children develop a love of books. They remain fascinated, eager to know what happens next, as staff read to them, pointing to words, so that children know that print carries meaning.Parents confirm how well the setting works in partnership with them.

They share good information at handover and online, to enable staff to meet children's individual needs and to support learning at home. Parents comment how their children's confidence and speaking skills have improved and report on hearing them singing songs they have learnt at nursery.

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

The manager has a clear curriculum intent.

She works well with staff to monitor children's development, identify gaps and put in place focused targeted to help children catch up, where necessary. They plan a successful learning environment and give children a wide range of experiences. Staff identify children's particular interests and preferences for learning, using them effectively to engage and motivate them.

From recent training, staff carefully plan how they can implement their ethos of an eco-friendly environment. Children now grow, harvest, and eat their own produce.Children's language skills are good, including those who speak English as an additional language.

Staff provide words for babies, extend vocabulary with toddlers and help older children to engage in discussions and recognise similar sounds. For example, they recognise rhyming words and know that car is the beginning of carnival. However, occasionally staff answer they own questions too quickly or move onto another subject before children have had time to process what they are being asked and give an answer.

Staff speak calmly and positively to children; they are kind and reassuring, valuing children and showing them respect. They consistently implement their behaviour-management systems, so that children understand their expectations, behave well and learn to manage their emotions. For example, when toddlers engage in toy animals fighting, staff use this to talk about how that might make them feel.

The manager's intent for children to become more and more independent is implemented well. For example, older babies find their drinking beaker or nappy basket by their photograph. Toddlers happily enjoy using the drink dispenser and mopping up their spills.

Children willingly tidy up, help with snack time, and use a dustpan and brush to clean the floor afterwards. Older children manage their personal needs, taking themselves to the toilet, wiping their noses and washing their hands. Children develop a strong understanding of healthy practices.

Most staff provide good support for children's mathematical development. For example, staff count 'one, two, three' with babies as they play and help toddlers to count animals' feet. Staff help older children to predict how many scoops of sand fill a bowl and find out if they are correct.

They sort items and find out which has the most. However, some staff do not use all opportunities to extend older children's mathematical language.The strong management team evaluate their practice successfully, including seeking parent and staff feedback.

Due to staff changes they are currently focusing on the quality of teaching. The manager observes staff practice and gives them guidance on ways to develop their teaching skills, spending time in the rooms, to be a good role model. A senior manager is mentoring the new nursery manager to embed her knowledge of company procedures.

They are supported by the area manager and company team.

Safeguarding

The arrangements for safeguarding are effective.The manager ensures that all staff receive training in safeguarding training.

The management team know what concerns there are in the community and the wider world. They ensure staff have regular meetings and updates to be certain they know what to be aware of and the procedures to follow if they have concerns about children and their families. The premises are kept secure and staff carry out good risk assessments.

There are good procedures in place to check all children are present during transitions, such as moving from outdoors to indoors. Children learn to take appropriate risks, such as using climbing equipment and tools.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: build on staff questioning techniques to ensure children understand the questions and are given enough time to think and respond focus staff training on ensuring consistent teaching to support children's mathematical development more effectively.