Tiddlywinks York

What is it like to attend this early years setting?

The setting prioritises forming close, professional partnerships with parents. Staff begin this process before children start at the nursery. They work with parents to find out about each child. This includes their interests, home experiences and current development. Staff use this information to help children settle in. As a result, children enjoy attending the nursery. The attachments they form to their key person gives them the confidence to explore and learn.

Staff are skilled at providing learning opportunities that build on children's interests. As a result, children are highly engaged in their play. For example, when parents say that they visited a farm, staff provide farm-themed resources. Staff teach babies to put on their own shoes by providing wellington boots alongside trays of hay. They introduce animal names, using sign and clear, single words. This helps children to make good progress in their communication and language.

Staff observe children and assess their development on an ongoing basis. When they notice any gaps in children's learning, they take swift action. They work together with parents, and other professionals, to provide targeted support. Consequently, all children make good progress across the seven areas of learning.

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

• Leaders have created a clear, ambitious curriculum. It helps all children gain the knowledge and skills they need for the next stage of their education. Staff plan opportunities for children to review and remember what they have learned. This helps children remember important knowledge across the seven areas of learning.
• Staff find out about children's home experiences and interests. They use this information to plan fun, engaging activities. For example, after children talk about going birdwatching with their family, staff build a bird hide. Children use binoculars to look for birds. When they find a feather, staff help them to think about which bird it might belong to. This sparks children's curiosity and means that they focus on their play and learning.
• Sometimes, adult-led activities are not focused enough on each child's next steps in learning. As a result, some children are not always as engaged in their learning as they could be.
• Staff have high-quality interactions with children. They use sign alongside clearly spoken words. Staff repeat children's words and model the correct pronunciation. Older children are taught a wide range of new words. For example, they learn about the solar system. Children confidently name the planets. When children speak, staff listen and give them time. They show a real interest in what children say. This helps children make very good progress in their communication and language skills.
• Staff are skilled at noticing gaps in children's learning. They work with parents and other professionals to provide targeted support. They regularly check how well the support is working, and the progress children are making. Consequently, all children, especially those with special educational needs and/or disabilities (SEND), make good progress in their learning and development.
• Children become increasingly independent. They help staff to tidy up, saying, 'We are busy all day.' They help their friends, for example passing them soap when washing their hands. Staff praise and encourage children. They offer just the right amount of help. Children proudly say, 'I did it!' This supports children to become confident and resilient.
• Parents value the regular updates they receive about their child's learning and progress. They have positive, respectful relationships with staff. Staff give advice on how parents can support their child's learning at home. The setting works closely with parents to help with important milestones, such as toilet training and the transition to school.
• Leaders are passionate about putting children's and staff's well-being at the heart of what they do. They offer supervision, support and training that improves the quality of care and education provided. Staff feel well supported by leaders. This is reflected in the warm and respectful culture at the setting.

What the setting must and should do next

The provider should:

• further develop good teaching practices by more precisely targeting activities to support individual children's next steps in learning.