Tinkerbell Private Nursery

What is it like to attend this early years setting?

Staff develop strong bonds with children, who are happy in their care. Staff have high expectations of children, and their behaviour is excellent. Children show that they feel safe and secure in the calm and nurturing environment. Older children confidently explore the environment independently. Babies regularly check in with their familiar adults for cuddles. They confidently explore and move around furniture to develop their physical skills. Babies' needs are promptly met as the adults know them well. As a result, their feed and sleep times are calm and relaxed.

All children benefit from hearing a wide range of new words through their interactions with staff. They enjoy lots of opportunities to join in with story times and singing. Babies smile in delight as they join in with actions to familiar songs and learn how to play musical instruments. This has a positive impact on children's communication and language development, which has been hindered by the COVID-19 pandemic.

Children are supported to develop their independence. At lunchtime, they skilfully serve their own meals from dishes. They show that their views are valued as they confidently talk about their likes and dislikes. For example, while painting, they happily talk about their pictures and how they love to paint. Children show high levels of concentration during their play as they independently complete jigsaw puzzles and construct models with blocks.

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

• The early years teacher (EYT) ensures that the curriculum is accessible to all children. The EYT has worked with staff to implement significant changes, such as planning, to help to improve the quality of their teaching and children's learning. As a result, staff know and understand what all children know, enjoy and need to learn next, including those children with special educational needs and/or disabilities. All children are receiving consistent access to high-quality learning.
• Children are supported well when moving on to other rooms or school. Older children recently visited a local school for a stay-and-play session in the Reception class. For younger children, an 'All About Me form' is completed by their key person and parents. This contains information about children's interests and next steps. This helps to ensure that children's individual needs are understood and met, which has a positive impact on their well-being.
• Staff feel supported and valued in their roles. They have opportunities to discuss concerns and identify areas for continual professional development. However, the nursery manager is working within ratios and has her own key group of children to support. As a result, supervision sessions and team meetings are not taking place as often as is necessary. This has led to staff not always having timely support to help them to improve some areas of their practice.
• Leaders have a clear vision for the nursery and work closely with the staff team to develop practice. A recent review of the outdoor area and toddler room has resulted in the introduction of new resources. Leaders have identified that children's play in these areas is now much more focused on their interests and higher levels of engagement.
• An effective key-person system supports babies and children to develop secure attachments. Babies have a safe and secure relationship with their key person and snuggle in for a nap when they are tired. Children have access to healthy meals and snacks. They confidently speak about which meal is their favourite and the choices they have made for breakfast. This has a positive impact on children's physical and emotional development.
• Parents speak highly of the nursery and staff. They express how their children have grown in confidence and made progress since starting. However, leaders do not routinely work with parents to help to support their children's learning further in the nursery and at home.

What the setting must and should do next

The provider should:

• provide more timely support to help staff to address their areas for development
• strengthen existing partnerships with parents to support children's learning further in the nursery and at home.