Tenderlinks Day Nursery

What is it like to attend this early years setting?

The relationships between staff and children reflect a relaxed and positive environment. Staff focus on building strong attachments with children, which helps them feel safe and secure. Children demonstrate a sense of security as they confidently interact with their friends and new visitors. They have trust in those that care for them and display high levels of well-being. Children are curious and have positive attitudes towards their learning.

The key-person system in place is well established. Staff are dedicated and know children extremely well. They regularly seek parents' views on changes in their child's interests and development at home. This contributes to the well-planned activities staff prepare for their key children during their focus week. For instance, children immerse themselves deeply in role play around doctors and hospitals in the garden. Staff encourage children's creativity and support them to develop narratives as they make-believe by pretending. Children gain confidence to become expressive in their play as they act out real-life experiences.

Children at this setting demonstrate good behaviours. Staff positively and consistently reinforce the golden rules that are in place. They talk to children with respect and value their thoughts and opinions. In turn, children are polite, considerate and listen to what is asked of them.

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

• Leadership and management are strong. Managers are committed and have created a calm, respectful culture for children and staff. The consistent team of staff share high levels of support. This contributes to their positive well-being and enjoyment in their roles. Managers offer staff bespoke training opportunities that enhance their professional development and outcomes for children. Managers value staff's expertise and develop this to benefit the children's learning experiences.
• Children are motivated to learn in the indoor and outdoor environments. The ambitious curriculum is clear and focuses on supporting children's independence as they transition through the rooms. Children have plenty of opportunities to build their muscles and core strength through physical activities. For instance, children develop good gross motor skills, coordination and agility as they make their way across an obstacle course. Staff encourage children to recognise the effects that physical activity has on their body, such as a faster heartbeat and sweating. Children's physical development is supported well.
• Staff's interactions with children are sensitive, gentle and nurturing. For example, staff are affectionate as they support the youngest children to regulate their emotions. They hold them close and gently rock them and pat their backs.
• As a result, children make good progress in their personal, social and emotional development.
• There are effective processes in place to support children with special educational needs and/or disabilities (SEND). Managers and staff swiftly identify gaps in children's learning. They take appropriate action and reach out to relevant professionals for support and guidance. Staff work with parents as they create individualised plans that are tailored to children's needs. Children with SEND are set challenging, yet realistic targets to help them make the best possible progress.
• On the whole, staff recognise what it is they are teaching children and why this is important. They identify appropriate next steps in learning, which help children build on their skills. However, occasionally, some staff members do not use their teaching strategies well enough to extend and broaden children's curiosities. At these times, children are not fully supported to widen their knowledge and understanding further. Despite this, children are developing well, and they thrive in their learning.
• Children's communication and language skills are supported well. Staff engage in consistent back and forth discussions, which helps children understand conversational cues. Children have ample opportunities to explore a broad range of books, both inside and outside. Staff read to children in a way that captivates their attention. Children are beginning to understand that stories have structure as they listen with increasing attention and recall.
• Partnerships with parents are highly valued. There are systems in place to ensure the two-way flow of communication is effective. This ensures that parents are always aware of their child's learning and care routines. Parents describe the mangers and staff as being approachable, friendly and crucial to their children's learning and development.

What the setting must and should do next

The provider should:

• support staff to recognise when opportunities arise to extend children's learning further.