Tiddley tots Nursery

What is it like to attend this early years setting?

Children are happy in this setting. They build close relationships with staff, who know them well and are kind and nurturing towards them. This helps children to feel safe and secure in their care. Staff prepare interesting activities for children to enjoy while developing and practising these emerging skills. For example, babies balance blocks on top of each other and develop their hand muscles further as they explore cornflour and water during under the sea activities. This helps children to strengthen the skills they need to feed themselves at mealtimes. Staff provide the oldest children with opportunities to use their imaginations and critical thinking skills. Children work cooperatively to build large towers with blocks, testing how to stop it falling over, listening to each other's ideas and suggestions.

Children behave well in the nursery. They listen to the staff's guidance as they learn to share and take turns. Staff use what they know about all children's needs and adapt the support they give to help children understand the behaviours that are expected of them. Staff help children to understand their emotions and the emotions of others. This supports children in making and sustaining friendships with their peers. Children gain the skills and understanding they need to prepare them for the next stages in their learning.

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

• Leaders have developed a curriculum that supports children to gain essential skills and knowledge for the future. Staff understand what it is they want children to learn next and provide opportunities for children to make progress. Children who are disadvantaged are well supported by staff. However, although there are plans in place to help close gaps for all children, including those with special educational needs and/or disabilities (SEND), this does not consistently happen when key staff are not at the nursery.
• There is a strong focus on communication and language. Staff understand the importance of good communication skills on children's overall development. Staff develop these skills through singing, storytelling and by engaging in purposeful conversations with children. Children consistently hear and practise new words, for example children confidently explain that the jellyfish tentacles that help them move are like our arms and legs. These experiences have a positive impact on children's language development and supports them to become confident communicators.
• Staff make use of some daily routines to develop children's self-help skills. For example, older children help set tables and serve themselves at mealtimes. However, these opportunities are somewhat limited. For example, staff do not recognise when to encourage younger children to develop these skills, such as encouraging them to carry out small tasks, such as tidying up. This means children's independence is not fully supported throughout the nursery in preparation for future transitions and their move on to school.
• Staff promote the importance of leading a healthy lifestyle. Children have opportunities for physical development, using ride-on toys and climbing equipment. Staff talk to the children about healthy choices. For example, staff share information about different fruits and vegetables as children wait for their meal. Children walk to the local market to buy fresh fruit for snack, learning about their local community.
• Children have opportunities to develop their mathematical skills. Children keenly count as they make cakes in the role-play area. Staff encourage mathematical language as they explain to children which is the taller tower. Children eagerly recognise shapes as they manipulate play dough. This supports all children to develop their mathematical awareness.
• Partnerships with parents are effective at this nursery. Parents comment that their children are happy to attend, staff are friendly and they feel supported as a whole family unit. They see their children making progress and receive information daily about what their children have been doing.
• Staff feel extremely well supported by leaders and appreciate that they consistently consider their well-being. They embrace the frequent opportunities to undertake continued professional development to support outcomes for children. Staff say they value being part of a close, supportive team.

What the setting must and should do next

The provider should:

• review and enhance information sharing between staff so that all staff can continue to support children's learning and provide a consistent approach when their key person is absent
• support staff to build children's independence and extend the opportunities for developing self-care skills even further.