Tick Tock Daycare Limited

What is it like to attend this early years setting?

When children arrive at the nursery, they are welcomed by attentive and nurturing staff. The nursery has a lovely family feel, and children refer to staff as 'aunties'. Children form strong relationships with their key person, who knows them well. Babies smile happily at the inspector from the safety of the caring staff. Staff gather information about children before they attend. This enables them to accurately assess their starting points and build on what children know and can do. Children make good progress in their learning. Staff create a very calm environment, where children are happy and feel safe. Their feelings and opinions matter to staff.

Children independently choose activities, following their own interests. For example, children choose to do a jigsaw. They work together, skilfully turning the pieces around to fit. They kindly help each other to complete the puzzle. Children are developing positive friendships. Children behave well because staff have high expectations. They learn to share and take turns in age-appropriate ways. Staff help children to learn about safe practices. For example, staff explain to young children why they cannot touch a lamp that is switched on.

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

• The leadership team has developed an aspiring education programme that covers all areas of learning. It is built on what children already know and can do and follows their interests. However, individual learning is not always shared effectively among staff or with parents. For example, children may not be with their key person. They are regularly with staff, who do not always know children's precise next steps in learning.
• Outdoor learning is a key element of this setting. Children freely choose to go outside and have access from every room. This benefits those children who learn best outside. All areas of learning are promoted. For example, children develop their problem-solving skills as they work out how to get water from the tap to the waterfall trays. Children develop their physical skills as they balance and climb. They go on daily walks to a nearby wooded area and out in the community. This helps children to gain a growing understanding of the world around them.
• Staff interact and engage well with children in small groups. They use a range of questioning techniques aimed at children's age and stage of development. However, at times, less-confident children do not get the opportunity to fully engage in group activities. Furthermore, monitoring of teaching is quite rigid. This means that weaknesses in teaching are not always noticed.
• Managers are committed to providing the best possible care and education for all children. Staff are well qualified and have a good understanding of early childhood development. They have opportunities to further develop their knowledge through recognised qualifications. Staff state that they feel supported in their roles and studies. This helps to boost staff happiness and motivation.
• Parents speak highly about the nursery. They value the information shared on their children's experiences and development. Parents state that staff go 'above and beyond' to make sure that children are happy and settled. They are pleased that siblings see each other during the day. This further supports children's emotional well-being.
• Children develop a love of books and storytelling throughout the nursery. Staff sit in the book corner in each room to encourage children to join them. They read with enthusiasm. They use props to support stories and discussions. For example, staff wear hats and sunglasses during a conversation on what is needed for a trip to the beach. Children enjoy taking books from the lending library. This helps parents to further support children's learning at home.
• Independence is supported throughout the day. Each day, pre-school children find their name card and choose where to hang their coats. They confidently take off their outdoor shoes and put them away. At snack time, children choose what they want to eat. When finished, they put their plates in a bowl for washing and independently wash their hands and faces.

What the setting must and should do next

The provider should:

• further improve monitoring of teaching during group activities to ensure staff support quieter children, enabling all children to engage in language development
• be even clearer about children's individual learning needs and share this information between staff and parents.