Cheeky Tots

What is it like to attend this early years setting?

Children are happy and separate well from their parents on arrival. Staff warmly welcome them into the setting. They are responsive to children's needs, which helps them to feel valued, secure and ready to learn. Children are eager to explore the play opportunities on offer. They move confidently around the generous space before deciding where to spend their time. Staff develop a clear routine. For instance, they use picture cards to support children's understanding of what is happening next. Children are excited to see the 'now and next' board and tell their friends what they will do next. This helps to make transition times smooth.

Staff provide a range of activities that celebrate children's similarities and differences. For example, children delight in making their faces using play dough. They are excited to look in the mirror and talk to each other about their hair and the colour of their eyes. Children particularly enjoy role play. They become highly engaged in the games that they develop. For instance, they play together for prolonged periods in the home corner. Children are particularly enthusiastic about dressing up. They persevere with tasks as they put on the outfits they choose. Staff offer just the right amount of support to enable children to develop the skills needed for dressing and undressing.

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

• Staff promote children's health throughout the day. Children make full use of the outdoor environment, which offers rich opportunities for exploration and physical development. Staff plan regular outdoor play, encouraging children to be active and enjoy the benefits of fresh air. They also teach the importance of oral health and good hygiene practices, such as handwashing. Children bring healthy, balanced packed lunches. Staff also teach children about the importance of healthy eating, helping them to make positive choices that support their overall well-being.
• Children develop a love of books. They enjoy plenty of reading opportunities in the cosy, well-used reading corner, which they access throughout the day. A lending library encourages them to take books home and share them with their families. This supports early literacy and provides a wealth of positive learning experiences.
• Staff work hard to support children with special educational needs and/or disabilities (SEND). They work with families and professionals to ensure that children get the help they need. Staff receive training to use specialist equipment, promoting inclusion in the nursery. This gives all children access to quality learning and helps those with SEND make good progress. Key persons collaborate with parents and professionals to secure the right support and funding.
• Children are consistently encouraged to develop independence. For instance, they peel fruit at snack time, empty rubbish from their lunch boxes after meals and put on their own coats. Staff support them in these tasks while allowing them to take responsibility. This helps children strengthen and extend their skills.
• Leaders accurately self-evaluate the quality of the provision. They seek the views of professionals, parents and children to help them reflect on the quality of care they provide. Leaders are ambitious and use feedback to help drive ongoing improvements. They are committed and strive for children to receive continuous, high-quality education to prepare them for their next stages of learning.
• Staff value strong partnerships with parents and carers. From the start, they learn about each child's needs and interests and assess their development. Settling-in periods are tailored to each family, helping children feel secure. Ongoing communication supports good progress, and parents speak positively about the care and support provided.
• Staff provide a broad curriculum for children and plan a wide array of fun and engaging activities to support their learning. However, they do not consistently introduce numbers and other mathematical concepts during play activities to support children's early mathematical skills.
• Overall, staff support children's language and communication skills well. Staff engage older children in conversations. They act as good role models, helping children to learn to develop their conversation skills. Younger children enjoy taking part in singing and joining in with action songs, and staff support them with developing their vocabulary. However, some children who speak English as an additional language need more focused support with their developing language and communication skills.

What the setting must and should do next

The provider should:

• incorporate more mathematical vocabulary and concepts into everyday routines and activities to help widen children's understanding further
• extend strategies to support children who speak English as an additional language to extend their communication and language skills further.