Tiddlywinks Day Nursery Ltd

What is it like to attend this early years setting?

Children arrive at this nursery excited to start their day. They leave their parents and carers happily as staff warmly greet them inside. Younger children settle extremely well with caring familiar staff. Older children eagerly seek out their friends. They are excited to take part in activities that have been carefully planned for their interests and next steps in learning. This means that children have positive attitudes and are motivated to learn.

There is strong focus on communication and language development. Children have access to a range of favourite stories and books. All children thrive and make very good progress. Children are ready for the next stage in their learning, including school. This includes children with special educational needs and/or disabilities. Children are extremely well behaved. They play well together and take turns in their activities.

During the COVID-19 pandemic, staff and managers kept in regular contact with families. Staff devised home learning plans to support children's development. This helped children to maintain interest in learning and make progress towards the next stage in their education.

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

• The managers are extremely passionate about the care and education they provide for all children. Managers support staff extremely well in being able to provide additional support for all children. Any funding is used very well to benefit children in their development. This helps all children to be ready for their next stage in learning, including school.
• Managers ensure that staff have a manageable workload. They take action to support and help staff. A very detailed and robust professional development system helps to ensure that staff consistently improve their practice.
• Children show excitement and motivation to learn. This is because planned activities combine their interests and next steps in learning. Staff plan a treasure hunt for older children to take part in. Staff skilfully include directions to follow so that children are being physically challenged too. For example, they climb imaginary mountains and say they are 'hunting for hidden golden treasure where x marks the spot'.
• There is a focus on communication and language in all age groups. Younger children enjoy stories and rhymes. Older children learn about life cycles and new vocabulary. Children say that a cocoon is also a chrysalis and have watched their own caterpillars turn into butterflies. This helps children to build on what they already know and expand their vocabulary. However, at times, there is too much distraction to enable all children to concentrate effectively. This is because staff read stories to a group of children while sitting too close to another group of children who are singing. This impacts on some children's ability to listen carefully and learn.
• There are many opportunities for children to build on their experiences of the wider world. They go on trips to the local art gallery to see where their artwork is displayed. They are working with the local nursing home to enjoy music sessions. These experiences help children to understand the world around them and the community in which they live.
• Children are well behaved and enjoy their learning. Staff work hard to ensure that children are beginning to understand and recognise their own feelings and emotions. When children do become upset, staff are quick to comfort and soothe them. This supports children's well-being and builds their resilience.
• Children access the bathroom with confidence. They wash their hands and know this routine before mealtimes. However, children are not always given choices to undertake their own self-care. For example, some staff pour drinks for children and wipe their faces without asking. Independence is not always encouraged and is not consistent across all ages.
• Parents and carers are extremely complimentary about the nursery, staff and the management team. They report that the level of communication they receive is excellent. They know who their child's key person is and what they are working on next with their child. They say the amount of support they have had throughout the COVID-19 pandemic and since is fantastic. Parents report that staff have made a huge difference to their children's development.

What the setting must and should do next

The provider should:

• review the organisation of group activities so that children can concentrate and are not distracted by other teaching activities
• continue to support staff to embed opportunities for children to consistently develop their independence skills throughout all age groups.