Partou Tiny Teapots Day Nursery & Pre-School

What is it like to attend this early years setting?

Children in this setting play happily with one another and eagerly participate in activities with the warm and friendly staff who take care of them. The curriculum is built upon an ethos of 'magic and wonder' and the learning environment actively supports this aim. The carefully considered indoor and outdoor areas provide a safe, inviting environment in which to play and learn. Children are supported to take measured risks and develop skills in taking turns and concentration.

Outside, children have a wealth of learning opportunities to choose from. For example, children develop their knowledge of the natural world as they plant seeds and take care of a range of plants in their vegetable garden. Children talk about the pea plants they are growing and explain they need water and sunshine to grow. Children's core strength and balance are developed as they climb on frames and race around on bicycles. Early mathematics and science knowledge is developed as they explore a well-resourced water play area. Toddlers smile and interact with one another. They excitedly explore, using spray bottles of paint on either side of the see-through surface of the large outdoor dome. This supports their growing hand muscles as well as developing their creative skills.

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

• The curriculum is carefully planned to meet the needs of individual children in the nursery. The management team is keen to promote a deep understanding of mathematics, providing lots of opportunities for children to extend their knowledge in this area. For example, numbered teapots on each step of the staircase provide an opportunity to count and make the connection with numbers, which increase as they progress up the stairs. Literacy and language are also a key focus. There are multiple 'talking point' displays around the setting which support parents to have interesting and meaningful conversations with their children as they walk through the building.
• Staff communicate well with children. They take time to share in children's interests and in supporting children to use new vocabulary in their play. This shows in the quality of speech used by children in the pre-school room. For example, they explain to staff, 'I'm concentrating at the moment.'
• Children generally behave well, and they participate in all routines and transition calmly between indoors and outdoors. For example, pre-school children sit smartly during a carpet-time session, ready to listen. Toddlers listen carefully to their key person and are keen to join in with activities on offer, such as making play dough. Occasionally, children are not fully supported to understand boundaries and behavioural expectations. This can lead to some boisterous play. However, this is an area of development which the management team recognises and is actively supporting staff with.
• The quality of care routines is a strength in this setting. Children receive very high levels of interaction while members of staff take care of their personal needs. For example, staff smile and talk to children with genuine warmth as they change nappies. Babies respond, happily babbling back and developing their early communication skills.
• New children are given high levels of care and attention to help them settle into the nursery. Staff give children warm hugs, read stories and sing songs to help them feel comfortable and at ease in their surroundings. Engagement with parents, including settling-in sessions, helps staff to get to know new children and find out about their interests and strategies to help calm them if they feel sad. Detailed handovers with parents share practical details of the day as well as how children are progressing in their learning and development. This ensures the key-person system is effective.
• The nursery benefits from a strong management team which is keen to ensure the nursery continues to progress. Relationships with parents are a priority. Strategies are in place to support parental well-being, as well as children's well-being. Additional funding for eligible children is used strategically and effectively. Management ensure effective support is in place for children with special educational needs and/or disabilities.

What the setting must and should do next

The provider should:

• further develop the approach towards behaviour management to ensure consistently high expectations are in place across the setting.