Tenderlinks Day Nursery

What is it like to attend this early years setting?

Since the previous inspection, staff have worked hard to create an ambitious curriculum that meets the individual needs of all children, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. Staff now demonstrate a clear understanding of how to plan in a meaningful way that builds on what children already know and what it is they need to learn next. Children are excited by the layout of the safe and welcoming environment that staff lay out for them. They quickly and happily settle at an activity with intense focus.

Children's behaviour is good. They are excited as the doorbell rings, and they guess which of their friends it might be. Children begin to develop friendships and happily play alongside others, sharing their ideas to extend imaginative play. Staff have high expectations for children. They encourage children to develop their independence, such as by serving their own food at mealtimes and scraping the leftovers when finished. Older children help and support younger children by pouring their drinks for them. Staff support children to understand the routine of the day and give children little reminders when it is coming up to a transition time so they are well prepared.

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

• The curriculum for communication and language is a strength of the setting. Staff embrace the home languages of children who speak English an additional language. They use key words in children's home languages to help children to feel settled and secure. Staff have lanyards with a visual routine so children who are non-verbal can communicate their needs effectively. They are also very attuned to the different ways children prefer to communicate, such as through gesture or actions, and respond positively to this.
• Staff provide children with a homely and positive environment, full of praise and encouragement. Children display high levels of confidence and are eager to show staff what they have achieved, such as, when they successfully navigate using a knife and fork to cut their own roast potatoes at lunchtime. During a game of bingo, children confidently take the lead and take over the role of card caller from staff.
• At the present time, the way that staff rotate the activities and experiences on offer to support the ambitious curriculum in place does not meet the needs of all children. They set up activities with a clear intent, and children show sustained engagement and enjoyment when taking part. However, staff change the activities too quickly. This means that some children do not have a chance to fully extend their learning or some children do not have an opportunity to participate.
• Staff help children to build healthy lifestyles. The setting provides healthy meals and snacks. Staff encourage and support children to try new foods. Children eagerly help themselves to second portions of roast turkey, roast potatoes and green beans for lunch. Children are very aware of the importance of good oral hygiene. During circle time, they have a very animated discussion and show an understanding of which foods are not good for their teeth.
• Staff at the setting have worked to ensure that there are rules and boundaries in place. Children share some of these during circle time, such as using 'walking feet' and 'kind hands'. However, staff do not consistently make sure that children understand these rules in practice and why they are in place. For example, as children run around a table playing aeroplanes, staff repeat 'walking feet'' but do not provide children with an explanation about why this is important, such as that they may fall and hurt themselves or others.
• Partnership with parents is good. Parents value the warmth and kindness that staff display in their interactions with children and adults alike. Parents feel they can seek the support and advice of managers if they ever have any concerns. Staff provide meetings each term to allow parents to understand how their children are progressing and how they can support them further at home.

What the setting must and should do next

The provider should:

• allow children more time during activities to be fully engaged in their learning and extend their knowledge further
• promote children's understanding of why there are rules and boundaries in the setting so they develop their knowledge of how to keep themselves and others safe.