Summary
- The provision is good Babies form close bonds with familiar adults who meet their individual care needs efficiently.
- Babies check in regularly with staff, who provide reassurance.
- They are cuddled close when they feed, and staff stay close and encourage them to self-soothe as they fall to sleep.
- Children have good emotional security, especial y as they move on to new rooms.
- Staff use effective arrangements to ensure key people share information such as healthcare plans, interests and next steps to enable children to settle quickly.
- Children gain good independence.
- For example, they make good attempts to dress themselves after they have used the potty and serve themselves at lunchtime.
- The environment is organised wel to help children make decisions about their play.
- Children are motivated to learn.
- Toddlers show interest in books.
- They listen wel to the rhyming story and predict what number wil come next.
- Staff demonstrate the number with their fingers, helping children to represent them with their fingers and to recite numbers in sequence.
- Pre-school children enjoy group activities, which encourage their listening and attention skil s in preparation for school.
- For example, children keenly listen to the sound of the tambourine and identify who has moved it from under their chair.
- Children engage wel and are enthusiastic to be involved, taking turns wel .
- What does the early years setting do well and what does it need to do better?n Staff know children wel and use their current interests and individual patterns oflearning to plan enticing environments and experiences.
- Staff make good use of their regular observations to provide children with a broad range of experiences, which builds on children's knowledge and what they need to learn next.
- Observations build up over time and reflect children's good progress from their starting points.n Staff in the baby room have careful y considered the curriculum to ensure theyprovide exciting activities, alongside meeting children's individual care needs and routines.
- There are spontaneous opportunities for children to engage in a story or to participate in rhymes and songs.
- Staff effectively support individual children.
- For example, they offer the youngest babies 'tummy time' activities to help their core strength.n Leaders and managers have reflected wel on the outdoor environment.
- Theyhave used staff's ideas to develop an inviting space, which encourages children's exploration and imagination.
- For example, children keenly investigate the dedicated area to look for bugs.
- Staff use visual reminders to support learning and children regularly check the board to see what they have found and what to
Extract from latest Ofsted Report.
Overview
Manager
Not yet updated
Owner
Tops Day Nursery Limited
Provider type
Childcare on Non-Domestic Premises
Provider subtype
Full day care
Local authority
Somerset
Parliamentary Constituency
Yeovil
Education Stages
Year Founded
09/9/2018
Education Provision
Education Stages
Nursery / Early Years
0 - 3 year olds
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Staff Information
-
Total number of staff
-
Number of care staff
-
Number of support staff
-
Number of other staff
Ofsted
Breakdown of Ofsted Rating: 26/8/2021
Food and Hygiene
This institution has not submitted any food information.
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