Dots & Tots Nursery

Inspection of Dots & Tots Nursery The Nursery Mobile, Alderman Richard Hallam Primary School, Avebury Avenue, Leicester, Leicestershire LE4 0FQ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children smile and wave goodbye to their parents as they are dropped off at nursery. They learn how to follow simple routines. For example, they know to wait patiently before entering the nursery building and where to put their belongings before they go off to play. Children learn about rules. For example, toddlers help each other to remember to use 'walking feet' when they are indoors. Throughout the day, children access a range of activities which support their development in all areas of learning. Children use their fingers, chalk and paintbrushes to make marks on different surfaces. Staff have a good awareness of the local community and learn about children's families and life experiences, and they build on this in the curriculum they plan for the children. For example, children have opportunities to play outdoors in different weathers and learn about other people's cultures.

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The provision is good

Children are confident and have positive attitudes to learning. They share what they like about their nursery and what they like to play with. Children are keen to show off their skills and manage risks. Outside, children climb on top of crates and reach up to hold a tree branch. Pre-school children discuss with staff which part is safest to hold, before hanging off the branch. Toddlers climb up steps and slide down the slide. Children take turns and respect one another and staff.

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need to do better?

n Staff have a well-established key-person system, which helps children form relationships with them. This also helps staff to know about children's interests and what their next steps are. Staff use children's interests to provide activities, both inside and outside. For example, pre-school children explore their own 'beach', adding water to sand, looking at shells and talking about what is at the beach. n Staff promote children's independence well. Pre-school children complete self- care routines with little support and toddlers help to get their belongings ready to have their nappy changed. All children are encouraged to find and put their own shoes on to go outside. Staff show younger children how to do up their shoes; 'you try' staff say, and children have a go themselves. n Staff understand how to support young children's communication and extend their vocabulary. At group time, staff read to pre-school children. They repeat

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need to do better?

words and pause; children join in with the story using vocabulary they have heard. Toddlers use new words that have been introduced. For example, in the garden, children say 'pat' as they put sand into a funnel and wheels using spades. n Children learn about healthy and unhealthy foods. Pre-school children talk about what they have for their snacks and staff ask what happens when they eat healthy foods. Children give explanations such as 'they make your brains grow'

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need to do better?

29 June 2022 and 'they make you big and strong'. At lunchtime, younger children are encouraged to point to healthy foods in their packed lunch; 'can you find the apple?' says a staff member. n Children's imagination is supported. Outside, children work together to make their own vehicles using benches and wheels. They go on journeys 'in the bus', holding their pretend ice creams made out of sand. Inside, pre-school children pick up the pretend phones and 'speak' to their parents. Toddlers do their own and staff's hair with hairbrushes, clips and mirrors at the 'hairdressers'. n Leaders and managers observe and reflect on staff practice, giving feedback to staff. This supports them to identify training for continued staff development and helps to develop practice. Staff say they feel supported by leaders and managers and this has a positive impact on their well-being. n Staff pose questions, name objects and talk to children while participating in

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need to do better?

their play. This helps children play with familiar toys and games and embed what they already know. However, staff do not always introduce new ideas and learning to children within free-play experiences. n Parents state that they are happy with the nursery. They have regular communication with the nursery staff, through conversations and an online app, about what their child has done that day. However, parents say they are unsure about what their child is learning at nursery and how to support learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff know how to keep children safe and understand how to make appropriate referrals if needed. Staff support families where necessary and engage with appropriate agencies. Leaders and managers ensure staff suitability through appropriate recruitment processes and review staff suitability regularly. Staff have completed paediatric first-aid training; this supports staff to respond to accidents appropriately. Areas within the nursery are reviewed to prevent accidents from occurring.

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should:

n develop ways of sharing what children are learning with parents, to support learning at home n support staff more to extend children's learning within free play.

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Setting details

Unique reference number 2523725 Local authority Leicester Inspection number 10208181 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 30 Number of children on roll 45 Name of registered person Dots & Tots Ltd

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reference number

Telephone number 01164670288 Date of previous inspection Not applicable

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Information about this early years setting

Dots & Tots Nursery registered in 2019. The nursery employs seven members of childcare staff. Of these, one holds a level 2 early years qualification and four hold early years qualifications at level 3. The nursery opens from Monday to Friday, term time only, from 8.30am until 4.30pm. The nursery offers funded places for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The manager, staff and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke to/communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation during the morning session. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

29 June 2022 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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