Tiny Adventures Ltd

What is it like to attend this early years setting?

Staff follow children's interest and encourage them to lead their own learning. Children have great fun in the outdoor area. They use the natural resources to make 'pasta' for lunch. Children gather lots of resources to make a house for the 'little pigs' as part of their game. This supports children to develop their imaginations. Staff encourage children to help tidy away the resources ready for their lunch. This helps children to take ownership of the nursery. There is an on-site cook, who prepares healthy, home-cooked meals for the children. The nursery uses government guidelines to ensure that meals are well balanced.

Staff support children with their emotional well-being. Children learn how to identify their feelings. Staff have created spaces for children to go to have quite time and learn to regulate their emotions. In the main, children behave well in this nursery and learn how their behaviour impacts on others. Staff know the children well. They work together as a team to ensure that children's individual needs are met. Staff monitor children's learning and put tailored plans in place to bridge any gaps in their development. This ensures that children are ready for their next stage in learning. Staff plan activities that ignite children's curiosity and thirst for learning. Children learn about different vehicles and how they move. Staff make good use of resources, such as picture cards and toy vehicles, to reinforce children's learning.

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

• Leaders have a clear curriculum intent in place. In the main, staff have a secure understanding of the curriculum and how to sequence this to support children to make good progress. Staff have a good knowledge of their key children and where they are in their learning and development. They understand how young children learn and plan experiences, which support children to build on prior skills.
• Staff support children to develop good attitudes towards their learning. In the main, children participate and engage in their learning. However, on occasion, there are some inconsistencies in how staff implement the curriculum. There are occasions where children lose focus or are not engaged in the activity. This, at times, leads to some conflicts and frustration over resources.
• Staff support children to develop their communication and language skills. They model and repeat new words to support children with their growing vocabulary. Consequently, even the youngest of children are demonstrating good levels of speech and language development. Staff speak in clear voices to children. They pronounce words accurately to children, which supports them with their emerging speech. Children learn lots of new word, such as 'blimp' for non-rigid airships.
• Staff have secure relationships with children. There is a secure key-person system in place. This supports children to settle quickly and develop their self-esteem. Children seek comfort and reassurance from caring staff. Children are building good friendships with their peers.
• Leaders have secure systems in place to support staff. There are robust systems in place for experienced staff to mentor new staff and those who are on apprenticeships. This ensures that all staff have a secure knowledge and understanding of policy and practice. There is a passionate and experienced well-being champion in place to support staff with their health. This has an incredibly positive impact on staff practice and supports staff to promote children's mental health and well-being.
• Staff support children with special educational needs and/or disabilities well. They tailor the support they give children to ensure that their needs are met and that they make the progress in their learning and development that they are capable of.
• Parents speak highly of the nursery and staff. They feel that communication is a real strength and that they are kept well informed about their children's learning and development. Parents feel that this is valuable, as it allows them to continue children's learning at home. Parents also comment that the strong relationships that staff build with children supports them to settle and overcome separation anxiety.

What the setting must and should do next

The provider should:

• tailor staff professional development to help them to meet all children's individual needs and help them to maintain consistently good levels of engagement.