Tiddley Tots Nursery

What is it like to attend this early years setting?

Children are happy and safe in this well-resourced setting. Staff are friendly, caring and professional, and children demonstrate they feel emotionally secure. They spontaneously approach staff for cuddles or sit on their lap for a story. Staff support babies' and young children's communication skills effectively and use some basic sign language to support this. Children choose their own stories and enjoy singing songs and rhymes.

Children have opportunities to be physically active within the outdoor environment and through trips to local parks. The outdoor space has been well thought out to ensure children are able to make use of the space which is available to them. For example, there are small, manageable steps to access some of the play areas to practise and develop children's gross-motor skills.

Parents drop off and collect their children in the main entrance due to restrictions in place during the COVID-19 pandemic. Staff ensure parents are kept updated daily through an online app. This helps to reassure new parents and families when children first start attending the setting. Parents are also invited to meetings online to discuss children's progress. Children are well behaved and are reminded by staff of the 'golden rules' throughout the day.

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

• Children have access to a wide range of resources and staff have good knowledge of the children, what they would like them to learn next and what will interest them. For example, there are old telephones and dolls available, so children can engage in role play. Some activities within the baby room are made available on low tables to encourage babies to pull themselves up to stand.
• Staff help children to develop independence skills. For example, young babies are encouraged to find their own cups at snack time. Older children are invited to pour their own milk and water and help themselves at lunch. This gives children a sense of pride in what they can do.
• There is an effective key-person system in place and children make good bonds with staff. However, occasionally, during busier times or when children first start attending the setting, the key person does not ensure they are on hand to offer the necessary emotional support to all children.
• The leadership and management team have a clear vision for the nursery. They are aware of the areas in which the setting needs to improve. They reflect on the environment and how it can be adapted. This ensures it meets the individual needs of all children in each room.
• Staff ensure all children feel valued and welcome. The nursery has a diverse range of staff and children and celebrate a wide range of festivals and celebrations. The nursery is also fortunate to have several staff who can speak more than one language. This helps to support children who are bilingual and children who speak English as an additional language.
• The management team work closely to offer support to the team. Staff report that they feel well supported and have access to mandatory training. Although some additional staff training is provided throughout the year, there remains scope to further develop the range of ongoing training offered to allow staff to be even more confident in their skills and knowledge.
• Partnerships with parents are good. Staff use an online app to ensure that parents are kept updated on what their children are doing throughout the day. Staff complete regular assessments of children which are shared with parents during online meetings. This ensures that parents are kept informed about their child's development.
• Staff support children when they are moving through the rooms. Where appropriate, staff visit new rooms to support the transition and ensure children are comfortable in their new surroundings. This means that children feel more safe and secure in their new environment. Opportunities for children to mix with other children and staff outside support these transitions even further.

What the setting must and should do next

The provider should:

• further develop the key-person system to ensure staff are always on hand to support the emotional needs of all children
• ensure staff access more training opportunities to develop their skills further and become even more confident in their capabilities and knowledge.