Tiddley Tots Nursery

What is it like to attend this early years setting?

Children have warm and positive relationships with the staff team. They are happy to attend and settle into their day. The staff team know the children and their families well. They have a gentle, caring approach that supports children's emotional well-being. This helps children to feel safe and secure. Children are curious learners who are keen to explore the environment. Babies have plenty of space to crawl and cruise around the well-positioned furniture. Younger children enjoy the daily music and movement sessions. Older children ably climb and slide down the indoor climbing equipment. The staff team quickly identify children who may need a little extra support. The provider has ensured that all children, including those with special educational needs and/or disabilities (SEND), make good progress.

Children behave well. When there are minor squabbles over toys, staff support children to negotiate and share. The staff team place a strong focus on supporting children's emotional well-being. They help children to learn self-regulation and social skills. For example, older children work as a group drawing a poster of different emotions. Children talk about their experiences and think about their feelings.

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

• The provider has a clear vision for the nursery. They have an ambitious curriculum and know what they want children to learn. Overall, the provider plans for children's development. They use the information gathered from parents and their observations to help them plan activities. Occasionally, the staff team are not clear enough about what they expect children to learn and overcomplicate the activity. For example, the staff team sometimes introduce too many concepts and too much information and children lose interest.
• Generally, the staff team manage the main routines and transitions of the day well. However, there are occasions when some routines are not organised as well. Children spend too long waiting for their lunch and when getting ready for outings. At these times, children are not always engaged in learning. As a result, they become distracted and miss opportunities to take part in high-quality interactions with staff.
• The staff team support children who speak English as an additional language well. They gather key words in their home language and use gestures and objects to support communication. This helps children who speak English as an additional language to feel settled and communicate with their friends.
• Children develop their independence throughout the nursery. They are eager to have a go at things for themselves. Babies persevere at feeding themselves with a spoon, under the close guidance of the staff team. Younger children attempt to pour their own drinks from the jug. Older children, ask for paper towels to wipe the wet seats of the bicycles before sitting on them.
• The provider supports children's communication and language skills well. The staff team comment on children's play and introduce new vocabulary. Babies babble back and forth with the staff team. This helps their early communication skills. Children join in with familiar songs and enjoy sharing stories with staff and reading books independently.
• All children learn about their local community. They go on regular trips to the library and high street, and they enjoy walks to the park. Babies and younger children become excited as they sit together in the multi-seated buggy. The staff team helps children to understand diversity and appreciate what makes them unique.
• Children develop an understanding of mathematical concepts through their play experiences. Younger children count as they build towers. Older children learn about the properties of shapes as they print with cube shaped blocks.
• Parents are happy with the nursery. They particularly enjoy the regular events for families to attend. They comment on how useful the recent paediatric first-aid course was. Staff keep parents updated on children's progress and share ideas on how they can support children's learning at home.
• The provider is reflective and looks for ways to further improve the nursery. The provider recognises the importance of staff attending regular training.

What the setting must and should do next

The provider should:

• support staff to ensure they are clear about what they want children to learn and do not overcomplicate activities
• consider the organisation of some daily routines to ensure that children are not waiting for prolonged periods and get the very best from their learning.