Tiddlywinks Day Nursery Ltd

What is it like to attend this early years setting?

Children truly flourish in this exemplary nursery. Staff foster close professional relationships with children and their families. As such, children develop powerful connections to the staff, who care for them. Children feel a significant sense of belonging. They express their self-confidence in abundance. Every room of the nursery is full of energetic, lively and cheerful staff and children. Children's independence skills are well nurtured. For example, babies impressively pass bibs to their friends and attempt to put lids on their cups. Toddlers safely carry chairs to the table. Pre-school children adeptly serve their food and clear away instinctively after meals. Children are learning how to play and work cooperatively.

Leaders have the highest ambition: for all children to fulfil their potential. Children are incredibly motivated to learn. They show continuous and intense concentration in their play. This helps children to develop knowledge, skills and behaviours that exceed expectations for their age. For example, babies delight in using pincers to fill containers with spaghetti. Two-year olds skilfully ride tricycles with speed and precision. Older children know that daily toothbrushing is essential to successfully 'remove all the plaque' from their teeth. Children retain information well and build on their knowledge swiftly. They remember that mixing vinegar and bicarbonate of soda will 'make an explosion'. Children test out ideas and learn about reactions as they create a 'potion'. Children, including those with special educational needs and/or disabilities (SEND), are extremely well prepared for their future education.

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

• Leaders and staff have a superb understanding of their creatively designed curriculum. The ethos of continual, high-quality professional development enables staff to implement the curriculum effortlessly. Leaders support staff to constantly reflect on their practice. Training needs are identified through evaluation of several performance management processes. Staff are supported to improve their knowledge and skills to the highest levels. This supports all children's excellent development. The well-being of staff is exceptional. Staff have access to an employee assistance programme through which they thrive, both inside and outside of work.
• The quality of education is outstanding. Teaching and learning is rich, varied and imaginative. For example, staff read toddlers the story 'Whatever Next?'. They use dramatic voices that captivate children's attention. Children learn to use new words, such as 'aeroplane' and 'moon'. Children play together imaginatively, making rockets and helmets and using real boxes and colanders. Later, children are supported to recall their learning as staff reread the story, and they discover that a real picnic has been left for them to enjoy. Children learn actively and rapidly by connecting all the new ideas presented to them.
• Support for children with SEND is of the highest quality. Experienced leaders and staff seek support and advice from a range of professionals, including staff at a local special school and peripatetic teachers. For instance, a teacher of deaf people visits weekly to support children who are deaf. This, combined with the detailed knowledge gathered about the children, enables them to put in place the appropriate early support required for every child to succeed.
• Communication development is precisely sequenced across the nursery to continually challenge children to extend their language. Staff instil a love of books by planning for a book of the month and an author of the term. Babies learn simple words, such as 'duck', as they join in with the books and songs during the day. Toddlers hold thoughtful conversations with the inspector about the vegetables they are playing with, naming 'eggplants' with ease. Older children correctly tell staff that their name 'starts with the same sound as apple'. Staff make excellent use of strategies to support children when they identify gaps in their speech, language or communication development. Consequently, children are confident communicators.
• Children are developing very positive attitudes towards the world around them. They visit a care home, where they talk to elderly residents. Fundraising activities such as a 'Christmas Shop' provide children with the opportunity to think of other's needs. Celebrations within the nursery are relevant to the cultures of the children and staff. Trips to China Town, for instance, enable children to learn more about cultures other than their own. Children are learning to use sign language so that they can communicate with children who cannot use or hear words. Children learn how to respect others and that they are respected for who they are.
• Partnership with parents is a remarkable strength of the nursery. Staff visit children at home before they start. Parents are fully involved in planning for their child's time at the nursery. The specialist catering manager meets with families to plan every child's individual dietary needs. Parents are frequently invited to events at the nursery, where they are informed of their child's progress. They are offered first-aid courses to keep their children safe. Home learning bags are provided, to help parents prepare their children for the move to school.