Joyful Tots Nursery

Inspection of Joyful Tots Nursery Whitebushes Village Hall, Masons Bridge Road, Redhill RH1 5LE

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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

Leaders have high expectations for all children to make good progress. They support staff to plan engaging activities that stimulate children's curiosity and interest. For instance, staff build on children's interest in recreating a coffee shop by organising a sensory tray with tea bags, coffee and cocoa powder. Children focus their attention on pouring the mixture into cups and offering them to staff. Staff introduce new vocabulary to children, such as 'delicious', as they talk with children about the different smells. This helps to build on children's language skills.

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The provision is good

Staff support children to develop an awareness of how to manage their own health needs. For instance, they talk to children about how to keep themselves safe in the sun. Staff encourage them to share their own ideas, which helps children to process their thoughts to enhance their understanding of how to look after their own bodies.

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The provision is good

Overall, children show positive behaviour. Staff remind children of the nursery rules, such as while they play on the new climbing frame. Staff encourage children to remember how many can use it at any one time. Children enjoy counting how many are on the climbing frame. When there are too many on it, children willingly get down to allow their friends to have a turn.

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need to do better?

n The manager places a strong focus on building on children's independence skills in order to prepare them for school. This is shared and understood by staff. This enables staff to work together to organise the children's environment to ensure that it supports them to do things for themselves. For instance, older children put their own bags away and register themselves upon arrival. n Leaders are reflective of the service they provide for children and their families. For example, they have welcomed support and advice from relevant agencies to help them to review and improve the safety and security of the premises. Leaders have responded to this by updating their risk assessments. This helps them to promote children's safety. n Leaders value and support their staff. They welcome ideas and suggestions from staff regarding how they can plan for children's learning. Leaders also actively encourage their staff to complete further training to extend the quality of their

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need to do better?

teaching. n Staff work with parents and other agencies to gather appropriate information about children. This enables staff to get to know their key children well, including their interests, home life and their development. They successfully use this information to plan for children's ongoing learning. n Overall, the arrangements for mealtimes are implemented well. Older children

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need to do better?

31 July 2024 enjoy the responsibility of helping to set up for lunch. They are supported to complete tasks for themselves as they learn to serve their own food and pour their drinks. However, babies wait too long for their food to be served, which results in some of them becoming upset. This does not fully meet children's emotional needs. n Staff support children to develop their mathematical knowledge. For instance, they use mathematical language during activities to encourage children to think about capacity. Staff give children time to consider which container has 'more' or 'less', which helps children to make links and recall what they have previously learned. n Generally, staff engage well with children. For example, they promote children's language skills by talking to them during their activities. Staff use clear language, which helps children to hear the correct pronunciation of words. However, on occasion, some children are not engaged in purposeful play. At

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need to do better?

these times, staff are slow to intervene. This does not fully enable children to benefit from meaningful interactions. n Staff implement effective strategies to help them identify children's stage of development, such as by observing them during their chosen activities. This helps staff to establish where children need additional support so that they can precisely plan for children's learning. This helps all children to make good progress. For example, staff use card with visual cues to support children with special educational needs and/or disabilities (SEND) to move on to another activity, which enables them to understand what is happening next.

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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 review and improve mealtime arrangements to ensure that babies are not left waiting too long n support staff to strengthen the quality of their interactions with children to further improve their experiences at nursery.

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Setting details

Unique reference number 2721520 Local authority Surrey Inspection number 10356503 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 32 Number of children on roll 23 Name of registered person Joyful Tots Ltd

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reference number

Telephone number 07538092777 Date of previous inspection Not applicable

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Information about this early years setting

Joyful Tots Nursery registered in 2023 and is located in Redhill, Surrey. It is open Monday to Friday from 7.30am to 6pm for most of the year. The nursery employs five members of staff, three of whom hold an appropriate level 3 qualification in childcare. The nursery receives funding to provide free early education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the nursery 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 provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 Staff spoke to the inspector during the inspection. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector carried out joint observations of group activities with the manager.

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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

31 July 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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