Tiny Men and Misses Nursery

What is it like to attend this early years setting?

Babies and young children develop a strong attachment to the kind and gentle staff in this nurturing setting. They are happy to arrive and excited to access the interesting play opportunities on offer to them. Babies explore using all of their senses as thoughtful staff follow their lead and extend their play. Children are particularly fascinated by water and sand. They delight in scooping, tipping and pouring water into trays and containers, as well as over small word creatures in the garden. These very young children demonstrate high levels of emotional well-being throughout their time in the setting. They are comfortable and confident with staff and seek them out as play partners. Children snuggle closely with staff when they are tired or need reassurance. Staff create floor books that mark children's achievements, both at home and in the setting, and celebrate children's cultures and family lives. Staff work together exceptionally well as a team to support children's needs.

Even the youngest children grow rapidly in independence. They find their shoes, choose their food and use cutlery competently. Staff carefully model to children how to pour their drinks. They use pictures to familiarise children with daily routines, such as where to place their belongings. This lays a substantial foundation for children's future learning journey.

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

• Leaders are inspirational. They are fully supportive of the staff, who report a high level of well-being. Leaders provide opportunities for staff to reflect on their practice, share their feelings and seek support whenever necessary. They operate a genuinely open-door policy, which contributes positively to staff feeling valued and respected.
• The curriculum is very well thought through and carefully considered to meet the needs of all children as they progress through the setting. Staff understand clearly where children are in their development and how to support their future learning. Leaders support staff to develop strong child development knowledge. This informs the accurate assessment of children's learning and ensures clear next steps. As a result of this skilful approach, children make exceptional progress across all seven areas of learning.
• Interactions between staff and children consistently maintain a high quality. Children's learning is supported extremely well. Staff patiently model new skills and provide clear instructions. They ask questions skilfully, leaving time for children to respond. This helps to support and extend children's thinking, problem-solving and ideas. For example, staff support children to open a treasure chest when they want to store their treasure and 'keep it safe'.
• There is excellent support for children's physical development. Children develop dexterity and learn to use their hands in different ways as they dig, pour, fill and build. They are confident in moving their bodies as they run, jump, climb and balance. Children develop the skills needed to pedal the tricycles in the outdoor play space.
• Staff provide varied and engaging opportunities for children to use mark-making tools. Children are keen to explore, using paint on both vertical and horizontal surfaces. This helps build the strength in children's large muscles, aiding in the development of the skills necessary for early writing. Staff are enthusiastic play partners to children, which supports them to remain engaged for prolonged periods. This further extends children's concentration and focus.
• Care routines are gentle, unhurried and respectful. Staff talk and sing gently with children during nappy changing. They ensure that children understand what is happening now and what will happen next, supporting their emotional well-being and feelings of security. Babies and children smile and giggle as staff spend time with them.
• Staff are superb role models for children's communication and language development. They consistently narrate children's play, adding new words to support their vocabulary. Staff respond positively to children's non-verbal communication. This helps children to understand the importance of their 'voice'. For example, when babies look towards their cups, staff respond by offering them a drink.
• Staff support these very young children to develop positive relationships with their peers. Children are happy to see each other upon arrival, and staff facilitate simple cooperative play, encouraging children's understanding of turn-taking. Children consistently respond positively to staff.
• Partnerships with parents are exceptional. Parents are frequently invited into the setting to join in play sessions. They are successfully included in their children's learning and development journey through feedback discussions and parents' meetings. Parents appreciate the 'expert care' that their children receive. They state that leaders and staff are 'exceptionally professional and nurturing'.