Little Toes Day Nursery Clifton

Inspection of Little Toes Day Nursery Clifton Sure Start, Greencroft, Clifton, Nottingham NG11 8EY

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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

Staff genuinely care about the children that they look after. They get to know the children and their families well. Children receive a warm welcome from staff as they arrive for the day. They are eager to see their friends and happily leave their parents. Newer children who are a little tearful on arrival are well supported. Staff give them cuddles and reassurance to help them settle and engage with the activities on offer. Staff working with babies are very nurturing and attentive to their needs. Babies laugh and babble as staff play and interact with them. They are building trusting relationships with the staff who care for them.

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The provision is good

Staff encourage children to develop an awareness of how to keep themselves safe. They talk to pre-school children about the danger of walking while holding scissors in their hands. Children are learning to hold and use scissors safely. Toddlers are reminded that they need to sit down while they eat. Staff explain to them that they could choke if they walk around with food in their mouths. Babies are supported to take appropriate risks. Staff encourage them to have a go at using a climbing frame. They offer a hand to support them to climb up the steps. Staff assist the babies to come down the slide safely on their bottoms. Babies laugh with delight as they reach the bottom of the slide and are eager to have another go.

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need to do better?

n Staff have regular supervision and receive feedback on their practice. The manager is aware of individual staff's strengths and weakness. She encourages the most skilled and experienced staff to mentor the less experienced. The manager supports staff to access any relevant training opportunities that will support them to develop their practice and knowledge further. n There is an effective key-person system in place. Staff recognise the importance of children feeling safe and secure at the nursery. They work with parents prior to their child starting at the nursery to find out about the child's normal routines, comfort needs and interests. Staff plan settling-in sessions to help ensure the child's smooth transition into the nursery. Parents are kept informed about their child's day. Staff talk to them at drop off and collection times to share relevant information. However, children's next steps in learning are not effectively shared

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need to do better?

with parents to enable them to extend children's learning at home. n Children with English as an additional language and children with special educational needs and/or disabilities are well supported. Staff take swift action where there are concerns about a child's development. They work in partnership with parents and other professionals who are involved with the children to plan and implement targeted interventions. Funding that children receive, such as early years pupil premium, is used effectively to meet the individual needs of children.

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need to do better?

14 May 2024 n Staff encourage children to be kind and to develop friendships. They support children to play alongside their friends and praise them for sharing and taking turns with equipment and resources. Pre-school children are friendly and social. They happily include each other in their play. n Staff interact positively with children and join in with their play. Toddlers excitedly copy staff's actions as they join in with action songs. Pre-school children listen with interest to stories being read. They know the names of the characters in the book and are able to recall what happens next. However, during the implementation of some group activities and routines, staff do not always ensure that the development needs of all children are being met. For example, at dinner time, children use their fingers to push food onto a fork as staff do not provide them with a spoon or a knife. n Staff implement a curriculum that encourages children to develop the skills that

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need to do better?

they will need to gain, in order to be ready for their eventual move to school. They focus on promoting children's independence and communication and language skills. Staff regularly observe children. Overall, they have a good understanding about the interest and needs of the children they care for. However, some staff do not use assessment precisely enough to identify and set developmentally appropriate targets.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n share information with parents to help them extend their children's learning at home n enhance the implementation of routines and group activities so that all children can take part and are suitably challenged and engaged n ensure that staff use their assessment of children to identify and to plan appropriately challenging experiences for children that help them to build on what they already know and can do.

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Setting details

Unique reference number 2785629 Local authority Nottingham Inspection number 10347236 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 61 Number of children on roll 78 Name of registered person Little Toes Day Nursery Clifton LTD

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reference number

Telephone number 01158820471 Date of previous inspection Not applicable

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Information about this early years setting

Little Toes Day Nursery Clifton registered in 2024 and is located in Clifton, Nottingham. The nursery employs 14 members of childcare staff. Of whom, nine hold appropriate early years qualifications at level 2 or above. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am to 6.30pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider 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 joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector carried out joint observations of group activities with the manager. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Children spoke to the inspector about what they enjoy doing while at the nursery. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Parents shared their views of the setting with the inspector. 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

14 May 2024 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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