Tigers At Swindon Day Nursery

What is it like to attend this early years setting?

Children are happy and settle quickly when they arrive at nursery. They confidently leave their parents as they are greeted by the friendly and cheerful staff. Children form secure relationships with the adults caring for them, and all staff know the children well. Leaders implement a curriculum that supports children to learn using their interests, and staff knowledge of what they need to learn next. Children are curious and keen to learn. They eagerly take part in activities that staff provide for them. Younger children excitedly explore playing with different textures, and older children enjoy making their own characters out of vegetables. They use their imaginations and giggle as they use different vegetables to add features such as a moustache and a hat.

All children behave well. Staff set clear expectations so that children know what is expected of them. Staff implement rules and boundaries, helping children to learn how to manage their behaviour appropriately. For instance, as older children wait to start activities, staff remind them of the risks, helping them to understand how to use tools in a safe way. Children are kind and considerate of their peers. They remind each other to be careful as they use tools. Staff support children to learn to manage their own feelings and emotions appropriately. Children confidently talk about what makes them feel certain emotions and comment on how they like to be happy.

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

• Since the last inspection, leaders and the manager have worked hard to raise the quality of the service being provided. They have high ambitions for what they want the children to learn and achieve. Leaders and the manager have provided staff with additional guidance and training. They have worked closely with other professionals to ensure that children receive effective support to help them to make good progress. Staff say that they are well supported in their roles.
• Key-person systems are effective. Staff work closely with parents to ensure that they get to know the children and their families well. Staff gather information from parents that helps them to understand children's routines, interests and learning needs. Children are well supported by all staff.
• Staff use effective methods for assessment and planning, to ensure children are making good progress in their learning. There are good procedures in place to support children with special educational needs and/or disabilities. Staff work closely with other professionals and parents to target help effectively. Leaders ensure that additional funding is used well to provide appropriate support for children and their families.
• Partnerships with parents are strong and well developed. Parents report that their children are happy and enjoy attending the nursery. The manager and staff support parents to help their children with transitions. For instance, they share information about helping children to be independent and ready for starting school. Parents talk positively about recent events where they have been on outings with the staff and children.
• Staff promote children's communication and language development well. Even the youngest children are confident at communicating their needs. Babies babble and join in with songs and stories, and older children talk to their friends as they play imaginary games together.
• Staff provide a wide range of interesting and exciting activities for children to take part in, and children are motivated to be involved. However, at times, staff working with the younger children do not provide them with opportunities to be creative. Craft activities are often templates and leave little room for children to learn to express themselves and use their own ideas.
• Staff have clear routines for children so that they know what is expected of them. However, staff do not consistently consider how to organise sessions so that all children can focus and be involved. At times, children sit for too long and they struggle to focus and listen during group times.

What the setting must and should do next

The provider should:

• review the organisation of group times so that children are ready and able to focus and be involved
• provide younger children with more opportunities to be creative during craft activities.