Tender Troops Day Nursery and Children Hub

What is it like to attend this early years setting?

There have been significant improvements in the leadership and management of the nursery. Leaders have reflected deeply on the actions set at the last inspection. They have a renewed passion for providing the best early years experiences for all children. This passion is shared by a committed and motivated staff team. Overall, this has a positive impact on the quality of care and education children receive.

Children happily enter the nursery and settle quickly in the arms of kind staff. Even very new starters quickly form bonds with staff. They seek cuddles and reassurance as they need it. Children delight in exploring the outdoor area. Interactions between staff and children are warm and meaningful. Staff create a sense of fun and imagination as children pretend to go to the shops. Staff support children to play together in groups. As a result, children are beginning to create lasting relationships with their key persons and peers.

There have been strong improvements in how staff manage behaviour. All staff have completed training in behaviour management strategies. Staff confidently implement rules and boundaries. Staff are fair and follow through with rules. For example, children must help to tidy up and wear an apron for water play. Staff ensure that children listen and follow these instructions. This is preparing all children well for their next stage in education.

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

• Leaders have clear intentions for children's learning. There is a rich and ambitious curriculum for all children. There have been significant improvements in the set-up of the learning environment. Staff plan activities and experiences based on children's interests and next steps. The stimulating and inviting spaces are thoughtfully organised. Children can choose what they would like to play with next. This continuously motivates children to engage and learn. Consequently, children show a positive attitude to learning, behaviour is improved and children adopt good learning habits for their future.
• Staff are attentive to any unwanted behaviour and always ensure that the children are safe. However, sometimes, staff do not fully explain the impact unwanted behaviour might have. For example, they say 'feet on the floor' or 'walking feet' but do not explain what could happen if they climb or run. As a result, some children repeat the behaviour.
• Staff make good use of stories and nursery rhymes to support children's communication and language skills. Children regularly visit the local library. They show a love for books and enjoy daily story time. Staff understand the importance of exposing children to lots of language. Staff repeat words clearly and model conversations. Children listen for extended periods. As a result, children are learning new words and widening their vocabulary.
• All children enjoy daily outdoor play and regular outings in the local community. They have lots of opportunities to be physically active. Staff interact with children in purposeful play, and children delight in racing on ride-on cars. Staff use the learning opportunity to discuss road safety. They ask open-ended questions. However, staff do not yet extend and scaffold children's learning to the highest level. At times, questions are too simple. As a result, some children are not challenged to a level they are capable of.
• Staff know the children and their families very well. Parent partnership working is strong. Parent feedback is overwhelmingly positive. They feel supported and say communication is a key strength. These successful relationships support the links between home and nursery.
• Support for children with special educational needs and/or disabilities is effective. Leaders use advice from the local authority to complete the children's assessments and targets. Leaders now meticulously monitor children's progress. Any gaps in children's knowledge are identified early and external help is sought quickly. This helps children to get the early and ongoing support they might need.
• Children learn about healthy lifestyles and how to manage their personal needs themselves. There is a strong focus on independence and children learn a range of skills. They practise serving their own food, pouring their own drinks and washing their hands. As a result, they are learning how to keep themselves safe and well.

What the setting must and should do next

The provider should:

• build on behaviour management strategies even further so that staff fully explain the impact of any unwanted behaviour on the children's safety or feelings of others
• support staff to extend and scaffold children's learning to the highest level.