Dots & Tots Nursery

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About Dots & Tots Nursery

Name Dots & Tots Nursery
Ofsted Inspections
Address The Nursery Mobile, Alderman Richard Hallam Primary School, Avebury Avenue, Leicester, Leicestershire, LE4 0FQ
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Leicester
Highlights from Latest Inspection

What is it like to attend this early years setting?

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 t...he 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.

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.

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

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.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.

Staff understand how to support young children's communication and extend their vocabulary. At group time, staff read to pre-school children. They repeat 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.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' 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.

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'.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.Staff pose questions, name objects and talk to children while participating in 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.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.


The arrangements for safeguarding are effective.

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.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop ways of sharing what children are learning with parents, to support learning at home support staff more to extend children's learning within free play.

Also at this postcode
Alderman Richard Hallam Primary School

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