Tina's Tots

What is it like to attend this early years setting?

Children form special friendships with their peers as they play and learn in this caring and friendly nursery. Staff are quick to respond to children's needs. They offer cuddles and reassurance to children who need extra support. As a result, children are happy and emotionally secure.

Children show curiosity as they play. For example, they are fascinated as they explore blocks of ice that have formed in the containers in the mud kitchen. Children observe how leaves and water are encased in the ice. They are excited to show their friends and adults what they have discovered. Children develop their ability to solve problems as they pour water on the ice and use tools to break it apart. They explain how warm water will melt the ice and turn it into water. These experiences help to develop children's understanding of the world.

Staff understand the importance of supporting children to grow their physical skills. Older children learn how to navigate space and avoid obstacles as they play chasing games with their friends in the nursery's large garden. They develop their balance and coordination as they ride bikes. Babies explore the soft-play equipment, learning to climb and throw balls. Toddlers enjoy helping to sweep the leaves in the outdoor area. This helps children build their large-muscle skills, which in turn supports them to develop their small-muscle skills.

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

• Children enjoy listening to stories. They can borrow their favourite books from the nursery's lending library to share at home with their parents. Young children confidently use single words they have learned, such as 'coat' and 'outside', when they know it is time to play in the garden. Staff listen to what children say and repeat words back to them to widen their vocabulary. For example, staff say, 'yes, a green train', when a child picks up a toy train and says, 'choo choo'. This helps children to learn the correct words for objects and begin to speak in longer sentences.
• Staff join in with children's play. They plan experiences with the aim of extending children's learning. For example, staff provide artificial snow in a tray for toddlers to practise filling and emptying containers. However, on occasion, activities planned by staff do not always precisely support children to work towards their next steps in learning. This does not ensure that children consistently build on the progress they have already made.
• Children become absorbed in their play and learning. As a result, they behave well. When children need help to manage their behaviour, staff speak to children quietly at their level. They give gentle rule reminders. This supports children to make the right choices. When staff praise children, they explain what they are doing well. This promotes children's self-esteem.
• Children develop their independence, as they serve their own snacks and meals. They show an understanding of basic hygiene routines. For example, children wash their hands independently after a messy activity. However, during the inspection, staff were observed wiping babies' noses, but they did not wash their hands afterwards. This does not support the nursery to minimise the spread of illness and infection.
• Children with special educational needs and/or disabilities (SEND) are well supported. Staff use picture cards to help develop children's communication skills and understanding. The special educational needs coordinator (SENCo) works well with outside agencies. Children's care and education plans are reviewed and updated regularly. Consequently, children with SEND continue to make good progress.
• Staff are encouraged to access online training on a monthly basis. This ensures that their skills and knowledge are continually refreshed. Leaders ensure that new staff go through a detailed induction process when they join the nursery. Staff have regular supervision sessions with leaders. These help staff to understand their roles and responsibilities. Leaders provide staff with further learning opportunities to improve their knowledge of child development. These help to raise the quality of teaching and learning across the nursery.
• Parents and carers receive information about their children's progress via an online app. Staff provide sessions to show parents how and what their children are learning in the nursery. This helps parents to continue this learning at home.

What the setting must and should do next

The provider should:

• ensure that planned activities and experiences consistently support children to achieve their next steps and build on their already good progress
• further strengthen existing hygiene routines by ensuring that staff wash their hands after supporting children to wipe their noses.