Tiddley Tots Day Care

What is it like to attend this early years setting?

Children are greeted enthusiastically by the caring and nurturing staff at this 'home-from-home' setting. They show that they feel safe and secure as they settle swiftly and eagerly explore the activities on offer. Children build strong attachments with staff, inviting them into their play and going to them for a cuddle when they need reassurance. With the open-planned setting and excellent relationships with the local primary school, transitions for babies and children to their next stage of early education are seamless.

Children's physical and emotional well-being is supported. They benefit from a beautifully resourced outdoor garden, which also has a separate area for babies. Children enjoy negotiating the outdoor space on the balance bikes and stopping to look at wildlife through their home-made binoculars.

Staff respond to young children's first words exceptionally well. They respond to babies' babbles and gestures as they learn to communicate. All children make good progress in their speech and language development. Babies and children develop a love of books as they snuggle up with a member of staff and listen attentively to a story. Children enjoy regular trips to the local library and retell and re-enact stories such as 'We're going on a bear hunt' on regular woodland walks.

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

• The ambitious and clear curriculum intent and implementation is embedded securely throughout this inclusive setting. A high priority is given to supporting children's independence and confidence. Babies show determination as they attempt to put on their own shoes and coat before going outdoors to play. Older children relish the responsibility of making their own drinks and washing up their own plates and cups after mealtimes. Staff give meaningful praise for their efforts. Consequently, babies and children become increasingly independent in their personal needs.
• Overall, teaching is meaningful. Stimulating resources and activities are age-appropriate. Alongside this, staff encourage sequenced learning where children are building on their existing knowledge. As a result, all children make significant progress in all seven areas of learning. However, occasionally, staff do not make good use all opportunities to extend children's natural curiosity and to learn from trial and error. For example, during an adult-led butterfly painting activity, some children were fascinated by mixing different colours together. Staff gently remind them to wash the paintbrush in water to avoid mixing the colours. Children become frustrated as this interrupts their enjoyment.
• Parents appreciate daily face-to-face communications with staff about their children's day. In addition, they receive regular photos and written updates of their child's development through an online communication system. Parents praise the 'effective key-person system' and the 'extremely friendly and approachable staff'. Although partnerships with parents are good, staff are not consistent in sharing information on how parents could further support and extend their children's learning and development at home.
• Children develop critical thinking skills when staff ask them open-ended questions during their play. Additionally, early mathematics are skilfully integrated into children's everyday play experiences. For example, as children explore the interconnecting cubes, a member of staff asks, 'How do you think you could make the number six?' Children are given time to think of a solution, and then confidently find a corresponding picture card and use this as a guide to build the number 'six' out of cubes.
• Staff have high expectations for children's behaviour. Children know what is expected of them and are kind and respectful. Young children show empathy and care as they give their peers a hug. Children play cooperatively and gain a good understanding of what makes them unique. They are beginning to accept the needs of others with consistent and fair support from staff.
• The manager acts with integrity to ensure that all children, including those with special educational needs and/or disabilities (SEND), have full access to their entitlement to an early education. She is reflective, passionate and strives for continuous improvement. This leadership highly motivates and inspires staff to deliver new initiatives.

What the setting must and should do next

The provider should:

• enhance opportunities for children to explore their creative ideas and learn from trial and error
• build on already good relationships with parents to extend children's learning at home.