Tia Ana's Nursery Ltd

What is it like to attend this early years setting?

Children are warmly welcomed into the setting. Staff are kind and caring, providing children with a range of activities and learning opportunities that are linked to their interests. For example, children benefit from dressing-up activities that support their imagination and enjoy singing familiar songs in Spanish and English. This helps children to settle well and make good progress. Children effortlessly engage in conversations with staff and each other in both Spanish and English. The curriculum is well thought out and designed to support children to achieve the next steps in their individual learning journeys. Through engagement and high-quality communication, staff keep the children focused and interested in their learning.

Staff have high expectations for children's behaviour and are strong role models for the children in the setting. Children learn to take turns and share. Staff offer gentle guidance and support as children manage conflict resolution in a fair manner. For example, children share resources when doing a creative activity. Staff offer praise and guidance to the children, which they respond to with smiles.

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

• Children learn to do things for themselves. They enjoy responsibilities within the setting. For example, they help to set the table at mealtimes. Children take their roles seriously and are careful with the resources, developing respect for their environment. Staff regularly check children's progress and use the information to ensure that they are appropriately supporting all the children.
• The nursery provides children with fresh, healthy meals. Leaders have planned a menu that offers children a range of foods from a variety of cuisines. Children are eager to try new foods. Parents say that their children regularly come home and share how much they have enjoyed the food at nursery. Children are encouraged to have healthy routines, with physical activity at the forefront of the daily routine.
• The nursery celebrates different cultures and festivals. Parents share these with the nursery and the nursery is proactive in celebrating these special events with the children. For example, the nursery celebrates Eid and Christmas. Children learn about difference. Leaders are enthusiastic about learning the different languages that children speak at home. They use this knowledge to further strengthen the settling process for the children.
• Children flow freely through the room, picking and choosing activities. They maintain focus through the interactions of the staff. Staff are well deployed and on hand to extend children's learning. For example, when leaf printing, children's attention is drawn to the different patterns that are made. Activities are differentiated to support children at different stages of learning and confidence. Staff know the children well.
• There is a big focus on speech, language and communication. Children sing, read books, and have their play narrated. Children benefit from an in-house speech and language therapist, who supports children in developing their speech and language skills further. However, at times, the noise in the room is very loud. This may make it difficult for children to be heard, particularly those who are just developing confidence and the ability to share their thoughts and ideas.
• The special educational needs coordinator is very knowledgeable. Children with special educational needs and/or disabilities are included in all activities and make good progress from their starting points in development. Leaders are enthusiastic about developing an inclusive environment. They are proactive in sharing their knowledge with the staff in the setting. Activities are planned to be adaptable, with all children encouraged to be involved.
• Leaders have prioritised developing a warm working environment. Staff well-being is very important. Leaders operate an open-door policy. Staff are able to talk about their concerns with leaders, and they are dealt with promptly. Staff supervisions happen on a regular basis. Leaders use this as an opportunity to provide training for their staff and further strengthen their practice within the rooms.

What the setting must and should do next

The provider should:

• continue to support all children to share their thoughts and ideas during learning and play activities.