Teenyworld Limited

What is it like to attend this early years setting?

Children are accompanied by parents into their playrooms, which helps them to settle quickly. Staff know the children very well and have formed wonderful relationships together. Children are familiar with the routines of the day. They know what is expected of them and respond well to praise. Children learn good manners from an early age as staff repeat 'please' and 'thank you' with the babies.

Staff plan exciting and challenging activities to build on what children already know and can do. For example, children practise their scissor skills as they make sea anemones. They look at photographs that show the many colours and shapes. Children practise saying the name 'sea anemone', laughing at their own attempts. The children say 'mine is called 'Sam' the sea anemone' and 'mine is called 'Mummy' because it's for Mummy' as they use scissors to cut their sea anemone's long wavy hair. Children are making good progress in their learning and development, including children with special educational needs and/or disabilities.

Children develop independence skills. For example, they serve their own lunch and pour their drinks. Children put on their shoes and coats, and choose what activities they want to take part in. Babies hold their cutlery and choose their play. Children learn to be independent.

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

• The nursery has a clear curriculum developed with the local school. It provides children with the skills and knowledge to move to their next stage of education. For example, children learn a good understanding of numbers one to five. They recognise the number and the word. Children count how many apples are going into the pie. They point out their age on a number line, and recognise groups of apples that add up to five. Children make good progress in their mathematical learning.
• Staff use all opportunities to develop children's communication and language skills. For example, they introduce new words that are repeated often until children know their meaning, such as 'sea anemone'. Staff offer children a choice of two stories, and each child expresses which one they would like. Children are enthralled in the storytelling as they call out what happens next in the story. Children ask lots of questions, which staff take the time to answer. Children develop good communication and language skills.
• Babies are learning about the world around them. They are surrounded by lots of textures and sounds to stimulate their imagination. For example, they happily sit on a furry rug as they explore a selection of musical instruments. They laugh and wiggle as the staff sing with them. Babies learn to navigate stairs on the soft-play equipment. Babies are making wonderful progress in their learning and development.
• Children enjoy their time outdoors as they develop their physical skills. They make 'chocolate cake' in the mud kitchen, using leaves as sprinkles. They drive around in the cars, and build with the large bricks. However, the nursery has a large, grassed area that is not utilised, which could allow children the space to run around.
• The nursery's special educational needs coordinator is experienced in her role and is knowledgeable about the children who attend who require additional support. She works closely with each child's key person, family, and external agencies to ensure that each child receives timely interventions and targeted support to meet their developmental needs.
• The manager has a positive attitude to improving the nursery. She has made many changes since the last inspection, including a new toddler annex. There is a good recruitment and induction procedure in place for new staff at the nursery. However, the induction does not always consider the additional skills that staff will require when working in different rooms, such as the baby room.
• Parents comment on the lovely, caring and supportive nature of the staff. They appreciate how much the children have developed during their time at nursery. New parents valued the time that they could spend getting to know staff and ensuring their child was settled before leaving them. Staff keep parents up to date with their child's daily routine.

What the setting must and should do next

The provider should:

• continue to develop the new outdoor area to enable children space to run around and enhance their physical development
• consider the induction procedures within each room to ensure that staff have the skills and knowledge to work in all rooms.