Tiny Toez @ Cannock

What is it like to attend this early years setting?

Children arrive enthusiastically at the nursery, eager to see their friends and access the wide range of activities which are on offer for them. Staff meet children at the door and welcome them in with big smiles. Children show that they feel safe and secure, as they separate from parents with ease. Young babies are cared for by staff who are kind and nurturing. Babies enjoy manipulating play dough. Staff model how to use cutters and tools. This helps babies to understand how to use them effectively. The squishing and squeezing of the play dough supports babies to build strength and dexterity in their hands and fingers.

Older children freely choose the activities they want to participate in. Staff deployment is effective and allows children to freely play indoors or outdoors. Covered areas outdoors means that the same curriculum is provided as it is indoors, such as literacy in the form of books and writing resources. This ensures that those children who wish to be outdoors are still experiencing the same level of learning. Children are curious and confident about their learning. Staff provide access to real fruit, seeds, and potpourri in the role play home area. Children experiment with segments of oranges and kiwis as they make marks on paper or mix the fruit with seeds. They cut into apples and smell the limes. Staff skilfully interact alongside children as they show them pictures of recipes. This inspires children to scoop, pour and mix the ingredients together to make their own recipes.

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

• The new manager and staff team have worked closely together to make significant improvements in the nursery. Consequently, there is a specific curriculum in place that covers all areas of learning which staff understand and can competently deliver.
• Staff receive regular supervisions and have access to professional development opportunities. This has raised the quality of teaching to good. Staff report high levels of well-being since the manager started, and they strive to provide the best possible care.
• Children with special educational needs and/or disabilities are supported well. They receive one-to-one support with their key person who knows the children very well. Staff plan activities in line with children's interests. This helps children spend longer period of times accessing the curriculum and making the best possible progress they are capable of.
• On the whole, children behave well. A story about a colour monster which talks about feelings and how to manage emotions is used to help children understand that their actions may impact on others. Staff support children to be kind to their friends and listen. That said, there are times when children are not able to self-regulate or resolve conflict themselves. Staff manage these conflicts but do not always consistently use the new strategies that have been introduced, which are being embedded.
• Independence is promoted throughout the nursery. Children are provided with lots of opportunities to practise being independent. Young babies are given washcloths to wipe their own faces and hands. They are encouraged to feed themselves. Older children learn to put their own coats and shoes on and they can toilet independently.
• Diversity is promoted. Children go on outings to the library. Recently they visited the local home for the elderly. Children sang songs for the residents and interacted with them. This helps children to learn about communities beyond their own.
• Parents speak positively about the nursery. They have seen the changes which the new manager and staff team have made. They say their children now enjoy coming to nursery and have made much more progress with their learning. Information is shared through an online application.
• The nursery has access to good outdoor facilities where children can build on their physical skills. However, the environment for young babies, both indoors and outdoors, does not currently support the development of these skills for those children who are learning to walk. It also does not fully meet the needs of children who wish to keep practising and climb.
• The manager fosters good relationships with other external agencies. For example, advice and support can be swiftly obtained from the health visitor who is situated on site within the children's centre. This helps to ensure all children receive the very best support.
• Children are exposed to a rich vocabulary of words. This is supported by staff who constantly talk or read to them. Children develop a deep love for books. They sit for long periods listening attentively to their favourite stories, as staff use props to bring stories alive.

What the setting must and should do next

The provider should:

• support staff to consistently use the newly implemented behaviour strategies to ensure they are fully embedded
• review the environment for babies to ensure it meets all their psychical development needs, especially for those who are not yet confident walkers.