Tic Tocs Day Nursery

What is it like to attend this early years setting?

Children feel happy and secure in this nursery, where they are curious and eagerly explore the wide range of activities staff have created for them. For instance, pre-school children develop their hand strength and creative skills as staff guide them to mix different coloured liquids in a variety of containers, creating 'potions'. Babies smile and laugh as they slide toy cars down a ramp. The curriculum is good, and children are well-prepared for their next stage of learning.

Staff build strong bonds with children, which has a positive impact on their development. Children of all ages receive cuddles and reassurance when they need it. Staff help children to regulate and understand their emotions. They use music therapy sessions to guide children in recognising how they feel and expressing their emotions through music, such as drumming or singing. Staff read books to children, such as 'I Feel Happy' and 'I Feel Sad', to further support them in exploring their own and others' emotions.

Staff encourage children to be kind and celebrate their similarities and differences. They guide children in exploring a wide range of cultural and religious celebrations, including Thanksgiving. They help children to understand the local community by going on visits to the local library. Staff help build children's social skills, knowledge of the wider world, and an appreciation of nature on regular trips to the beach or woods, which they reach by train from the nearby railway station.

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

• Children's behaviour is good. Staff support children to share and take turns. For example, in the baby room, staff guide them to share as they build a stacking game together. Children respond eagerly to requests from staff. Pre-school children help tidy away after lunch. Toddlers help lay out the beds for nap time. Staff follow effective strategies that help older children to reflect on their behaviour and understand how their behaviour impacts others.
• The nursery curriculum places a strong focus on developing children's communication skills. Staff use sign language to help babies and toddlers communicate. Babies enjoy babbling and toddlers comment on what they are playing with. For example, they say, 'yellow car'. However, leaders do not always ensure that staff provide the support children who learn English as an additional language need, so that all children can develop their language and communication skills even further.
• Parents are happy with the care their children receive. They report that staff support them with childcare matters, such as toilet training. Parents say that communication is good and they feel kept up to date with what their children have done and their next steps. They recommend the nursery to others.
• Staff encourage children to explore the full curriculum, both indoors and outdoors. In the toddler room, staff build on the transport project by creating a sand and vehicle activity outdoors. As children play with toy versions of large trucks in a sand tray, they develop their hand-eye coordination. Although staff comment on what children do, they do not always interact with toddlers and pre-school children in a way that would further explore the children's ideas and interests.
• Staff guide children to build on their physical development. They recognise the impact this has on children's health, well-being and confidence. Pre-school children develop core strength and balance as they cross an obstacle course of stepping stones and milk crates. Staff guide them to develop hand strength as they practise using a knife and fork, mixing noodles and dough together.
• There is a good emphasis on developing independence and self-care skills in children of all ages. Babies confidently access their drinks from a low shelf and progress from using milk bottles to beaker cups. Older children brush their teeth after lunch and explain what they are doing. Leaders ensure children develop healthy eating habits, offering healthy snacks and lunches that children enjoy eating.

What the setting must and should do next

The provider should:

• extend support for children who learn English as an additional language to develop their language and communication skills even more
• develop interactions to support children in the toddler room and pre-school to explore their ideas and interests further.