Tiny Tinkers Nursery

What is it like to attend this early years setting?

Staff create a warm, friendly and home-from-home environment for children. There are plenty of resources for children to choose from. Many are items found in a home, such as egg cups or boxes with lids for children to put things in. These stimulate their interest and imagination. Children arrive eager to play and learn.

The views of children are very important to managers and staff. They talk to children about what they want in the nursery. For example, children suggested a garden centre in the outdoor area. Staff have developed this area. Children become highly engaged in planting, digging in soil and watering the plants. Staff have provided many opportunities for children to make marks. They draw on blackboards and easels and use paintbrushes with water to paint on the wall outside. This helps to develop their hand muscles and is preparation for their early writing skills.

Staff help children to understand the behaviour rules. Children recall the rules. They say they need to listen and to tidy up when they have finished playing with things. Staff intervene quickly when there are any disputes over toys. Children understand about sharing and taking turns with staffs help.

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

• Managers are passionate about the nursery and what it offers to children. They have worked hard with staff since the last inspection to make improvements. Managers have developed a new curriculum that they have implemented well with staff. This has helped staff to plan effectively for their key children.
• Managers work alongside staff so they can monitor their practice. They hold supervision meetings with them to discuss children's progress and staff's well-being. This helps them to identify if there is any training that staff need for their own professional development.
• Changes since the last inspection include making sure that children are safe at all times in the nursery. Staff have attended training for safer sleeping. This has resulted in managers purchasing sleep mats and individual bedding for children. This ensures children can sleep safely. New chairs have been bought for mealtimes. These ensure that children can eat while seated securely.
• There is strong support to meet the needs of children with special educational needs and/or disabilities. Staff work closely with parents and other professionals. They implement strategies that other professionals share. One-to-one support for children is provided where needed. Resources are provided for children in receipt of additional funding, which meet their particular needs. This helps children to reach their full potential.
• Staff provide a wide range of activities and opportunities for children to experience. For example, they have a focus book that they change every two weeks. Children learn in depth about the book. This continues on into their imaginative play. These opportunities excite and engage children in their play. For instance, they recall the current book when they plant a bean to grow. Parents and children can borrow books to share at home. This helps children to develop a deep appreciation for reading.
• Overall, staff support children's communication and language well. They provide commentary during children's play. For example, children play with plastic minibeasts. There is lots of talk about spiders. Staff repeat 'spider' several times so that children learn the correct way to say it. This leads to staff singing 'Incy Wincy Spider' with children. However, there are occasions when staff and children use words that could be interpreted as judgemental, such as 'silly billy'. This does not help children to feel good about themselves.
• Staff give high priority to children's personal, social and emotional development. They are caring with children, and children are happy to spend time with them. There are times when staff acknowledge how children are feeling, such as when they are happy. However, there are missed opportunities where they do not make the most of talking to a child, for example, if they say they are sad.

What the setting must and should do next

The provider should:

• support staff to understand the impact of using negative words with children
• support staff to know when to discuss children's feelings with them to help them to understand their emotions.