Tiny Feet Private Day Nursery

What is it like to attend this early years setting?

Children arrive happy and confident to start their day. Staff provide a warm and welcoming environment. They are kind and caring in their approach and form close attachments with the children. Children demonstrate strong attachments with nurturing staff. For instance, children seek out staff for comfort and reassuring cuddles when needed. This helps children to feel settled and supports their well-being.

Leaders and staff create a broad curriculum with interesting activities. For example, they encourage babies to explore sensory experiences as they explore safe and edible paint. This allows them to make marks with their hands. Children play independently and with their friends. They choose from the wide range of enticing resources and activities. For example, staff hide sea creatures in ice, encouraging older children to explore and investigate how ice can melt. Staff join children's play and embed their learning well. They ask thoughtful questions to extend children's thinking skills. As a result, all children gain the essential skills they need to ensure they progress in their learning.

Staff have high expectations of all children. They provide children with clear instructions. This helps children to understand what is expected of them. Children demonstrate positive behaviours as they share resources and become deeply engrossed in their play.

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

• Staff implement a thoughtfully sequenced curriculum that promotes children's physical development. For instance, younger children use various tools to make marks in sand, while older children strengthen hand muscles by squeezing lemons to infuse water. These purposeful activities support the children effectively to lay a strong foundation for early writing.
• Children enjoy their time in the garden. Staff provide purposeful opportunities to support risky play. For example, children demonstrate high levels of concentration and enjoyment as they travel across the balance beam. These experiences allow children to take safe, supervised risks. This helps children to build their confidence and develop their coordination skills.
• An effective key-person system is in place, and staff have an in-depth understanding of their key children. Staff complete regular observations of children and use this information to inform their assessment. For example, staff use language screening assessments to ensure that early intervention is accessed should children need additional support. This helps all children, including those with special educational needs and/or disabilities, to progress well.
• Partnerships with parents are strong. Staff work closely with parents to gain an in-depth understanding of children's individual needs. This supports the continuity of care and development. Parents appreciate the practical guidance that staff offer, including strategies to help them support their children's learning at home. They are happy with the service provided and appreciate the opportunities to speak with their child's key person.
• Children explore the community around them. Staff take children on regular trips and outings to help them develop an understanding of their community. Visits to the park provide opportunities to enhance children's gross motor skills. Children learn to take risks safely as they use climbing equipment.
• Staff follow the nursery's procedures for administering medication to ensure children's welfare. For instance, they obtain written permission from parents before giving any medication. Staff adhere to the nursery's guidelines for sharing information, such as regarding children's accidents and incidents. These systems begin to promote children's welfare.
• Children are beginning to learn some good hygiene routines. For example, they independently wash their hands before lunch. However, some hygiene routines are not consistently promoted by staff. For instance, food is occasionally placed directly on the table without considering more hygienic serving methods. This means, at times, children do not receive consistent messages about the importance of good hygiene practices. This does not support children to understand how to minimise the spread of any germs.
• Staff feel well supported in their roles. Leaders provide staff with regular supervision and coaching. Training is carefully targeted to meet both staff and children's needs. For example, staff recently completed training focused on enhancing practice for those working with children aged under two years. The effective coaching, teaching and professional development staff receive has a positive impact on children's care and learning.

What the setting must and should do next

The provider should:

• embed hygiene practices so they are consistently followed by all staff to promote children's understanding of good hygiene and healthy lifestyle habits.