Tiny Cubs Nursery

What is it like to attend this early years setting?

Children thrive in this small and welcoming setting. Staff work hard to create an inviting environment each day, focusing on activities children show interest in. Children have strong relationships with all staff. They seek them out when they need comfort or are unsure. Children behave well and demonstrate that they feel safe and secure. They follow the setting's routines with ease and support each other to know what comes next. At tidy-up time, children work collaboratively to put away the coloured blocks. The older, most able children support younger children to carry toys back to their box.

Children's work is displayed on the walls, giving each child a sense of belonging to the setting. Throughout the day, as children achieve new skills and knowledge, these are celebrated among the small group. Work is saved to show parents. This helps children to develop a sense of pride in their work. Children are confident to lead their own learning. They access activities independently and invite members of staff to join their play. For example, when playing in the garden, children chase each other around. They call out to the staff members, shouting, 'You can't catch me!,' to invite them to join in.

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

• Staff are passionate about supporting children's learning. They know the children well. When children first start at the setting, information is gathered to support their starting points. Staff spend time with children and their families to gather a range of information to support the children. Children enjoy talking about their families, knowing the staff are aware of who they all are.
• Staff interact with children well. They use children's interests to create activities to support children with the next steps in their learning. Staff use appropriate questioning to support children's learning. They allow children time to respond. This develops children's thinking skills. Staff know how to differentiate and adapt activities to support each child's individual development level. However, at times, they do not use this knowledge to support children to the maximum.
• Children develop good communication and language skills while at the setting, including those who speak English as an additional language. Staff talk to children throughout the day. At group times, children sing songs, enjoying the opportunity to choose which song they would like to sing. This supports children's early language skills. Through staff's careful questioning, children develop the art of conversation. This also develops their listening skills.
• Staff support children to develop a good understanding of counting. As children build towers with magnetic blocks, they count the number of yellow and blue shapes they have. Later, children create 'snakes' using the magnetic squares. They count the number of squares used and talk about the shape this has created. Children make a 's' sound for snake as they move it. Staff do not, however, consistently support children to develop a good understanding of other mathematical concepts, such as capacity and length.
• Staff support parents in helping their children to make healthy lifestyle choices. Staff provide children with a range of healthy snacks. Information is provided for parents on preparing healthy lunch boxes, as well as information on dental hygiene. Staff provide all children with toothbrushes and toothpaste to support oral hygiene at home. They talk to children about healthy foods, supporting them to develop healthy lifestyles.
• Staff work well with other settings to support children's development. They regularly share information. Staff ensure all involved are invited to meetings where children's needs are discussed. This helps to create seamless learning for children. Transitions to schools and nurseries are supported well and staff have a detailed plan to support these. However, parents are not always kept as well informed about the process as they could be.
• Parents are happy with the setting and are complimentary about the staff team. Staff communicate effectively with parents to share children's learning and what they need to do next. Parents talk about the progress their children have made at the setting, particularly those children who speak English as an additional language.

What the setting must and should do next

The provider should:

• develop the setting's school transition processes further to ensure that parents fully understand these and are actively involved
• strengthen opportunities to extend children's understanding of wider mathematical concepts, such as capacity and length
• differentiate planned activities and interactions further to ensure that the individual development needs of all children are met consistently.