Tiddlywinks Easingwold

What is it like to attend this early years setting?

Children are celebrated at this setting. All of their achievements are valued, no matter how small. For instance, in the baby room, when children use the soap independently for the first time, this is shared and celebrated between staff and children. Children's interests are followed by staff skilfully. They extend children's learning well through child-led and pre-planned activities. Staff are intuitive to children. They adapt activities to keep children motivated. All children are engaged with staff, who actively listen and act on what children say. Children take part in a listening activity inspired by some musical instruments that children brought in. In another area, children's concentration levels are high as they are engrossed in a treasure hunt. They draw maps, bury treasure and use mathematical language.

Children are responsive and supportive of their friends. For instance, when children say that they are tired, other children comfort them and suggest they may need to sleep. In the outdoor area, younger children explore a pumpkin patch, as staff identify that some children have visited one before. All children's experiences are rich and diverse, and help them to make exceptional progress. Staff sequence children's learning across each room. All staff are able to recognise the skills which children should acquire at each stage of their journey through the nursery. Staff use opportunities at mealtimes and during play to consolidate children's previous learning.

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

• Staff have strong partnerships with the local schools. They have participated in shared training, which enables the nursery staff to be aware of what the children will learn in the Reception Year. This helps children to be prepared and ready for the new learning at school. Staff make sure that children's next steps in education are a smooth transition and a natural progression from nursery.
• Managers have a clear approach to the ethos of the nursery. Staff know what they want children to learn through staff meetings and discussions with supervisors. A shared vision for children's learning has been created. This means that all staff across the three rooms are consistent in their approach.
• Children's areas of development are monitored closely. This helps staff to identify any children with special educational needs and/or disabilities or who show gaps in their development. Staff use a successful in-house program that allows them to bridge these gaps and support children to make progress quickly. Staff use the in-house system to identify what support children need to make progress. Parents speak positively about the early support their children receive.
• Staff use opportunities well throughout the day to develop children's learning, such as mealtimes. Children make choices about what they would like to eat and are supported to make healthy decisions. They discuss why vegetables are good for them. They comment that they help to keep their muscles, such as their biceps and triceps, strong. Children clear their plates when they have finished and display wonderful manners.
• Staff use their voices very well and tailor this to individual children. They have gentle quiet conversations with quieter children and encourage them into conversations. Staff use dramatic expressive language and body language during children's play or storytelling to engage and capture children's interest.
• Children's behaviour is well supported. This is mainly due to staff's positive attitude towards children. Children are aware of the routines and follow these with great ease. All staff are consistent in their approach. Staff communicate very effectively with each other so that children's safety in the outdoor provision is well maintained.
• Children's confidence and self-belief are valued. Staff skilfully use information about children's time at home, such as learning to ride a bicycle, and build this into conversations. They share children's successes with their friends at the dinner table and say how proud everyone is. Staff support and encourage children to challenge themselves, for example by taking well-managed risks or asking to borrow something from another group of children.
• Staff talk passionately and with enthusiasm about the high levels of support from the managers. They describe excellent quality personal and professional development, from supervision to well-being check-ins. They have opportunities to undertake a variety of training. Less-confident staff members are provided with additional support. Staff described how they had been helped with additional time and support to read though training, to meet their individual needs. This means that all staff benefit from extending their knowledge and can apply this learning confidently in the setting.