Little Tinkers

What is it like to attend this early years setting?

Children have a great start to their education at the nursery. They are content and safe. Interactions with staff are positive and help to build strong relationships. Children seek comfort from staff and readily receive cuddles. They behave well and show respect towards one another and staff.

Children play outside daily. They develop their knowledge of the natural world through opportunities such as visiting the local park. This promotes children's health and well-being. Babies have a dedicated outdoor space, which has been designed to support their unique needs. Staff sensitively support babies as they develop a range of physical skills, such as crawling and walking. Children learn about growth and healthy foods. For example, they plant their own vegetables and visit a local fruit farm.

All children make good progress in their learning. Staff have high expectations of children, which contributes to their knowledge and skills growing over time. Older children learn about the wider world through their participation in a variety of opportunities and activities. For example, they enjoy participating in French lessons. Children develop the muscles in their hands as they squeeze sponges in the water tray. They are delighted as they scoop and pour the water. This successfully supports children's good physical skills. Since the COVID-19 pandemic began, children leave their parents at the front door when they arrive at the nursery. Children are happy with the familiar routine and cannot wait to come into the nursery.

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

• Staff know children well. They observe children regularly, which helps them to plan what they want children to learn next. Staff offer a wide variety of activities to support children's learning. For example, pre-school children deepen their knowledge of shapes as staff use tape to make different shapes in a tray. Children count how many corners each shape has. Opportunities such as these help staff to ensure that children are always moving forwards in their learning.
• Teaching is of a high quality. Staff know how to extend children's learning. For example, as babies play with animals, staff encourage children to name the animals. Staff demonstrate the noises that animals make and encourage children to have a go. They follow this by reading 'Dear Zoo'. Babies focus for extended periods of time as they learn new knowledge and skills.
• Staff use a variety of strategies to support children's communication and language. For example, they model speech and talk about the sounds that letters make in words. Staff are expressive when they read to children. This helps children to learn new words. Children become confident communicators.
• Children are highly motivated to learn and enjoy sharing their accomplishments. For example, as children build tall towers, other children notice. They gather to watch, offering encouragement and praise. Children are delighted as the tower collapses, and cheer and clap. This collaborative working helps to build children's self-esteem and confidence.
• Occasionally, clear boundaries are not shared with children. For example, children pour water on the floor as they explore the water tray. Staff are not always clear in communicating how they would like children to behave. This means that children are not always sure what is expected of them and how to behave appropriately.
• Children are well prepared for school. The nursery provides school uniform for children to try on. School teachers are invited into the nursery so that children can meet them. This helps children to understand the transition as they take the next steps in their education.
• Children with special educational needs and/or disabilities (SEND) are supported well. The knowledgeable special educational needs and/or disabilities coordinator (SENDCo) has an excellent understanding of her role. She is proactive and resilient in sourcing support for children. Additional adults support children with SEND which helps them to make the best progress they are capable of.
• Staff are well qualified and are encouraged to continue their professional development. The manager monitors staff practice regularly and effectively supports staff. Staff well-being is a key priority. There is a culture of positivity and support, which helps staff to fulfil their roles to the best of their ability.
• Parents are very happy with the nursery. They praise the communication they receive from staff. They particularly enjoy receiving photos and regular updates about children's progress. Effective partnership with parents promotes continuity in children's learning between the nursery and home.

What the setting must and should do next

The provider should:

• consider how boundaries are shared with children so that they know what is expected of them at all times.