Tiny Toez Pre-School @ Hunter House

What is it like to attend this early years setting?

Children are warmly greeted as they arrive at the nursery. They confidently peg their own clothing on hooks and self-register, eager to explore. Children's emotional needs are supported by staff who are attentive and caring. Children who are still settling in are reassured and actively seek staff for cuddles. This helps children to feel secure and safe.

Children access a range of resources independently. They learn to concentrate and focus as they play alongside their peers. For example, they become engrossed for long periods of time in the creative area. They mix paints and use resources to paint while observing the effects of the colours changing. Staff encourage children to develop their physical skills and manage their own risks. Children practise how to climb steps and excitedly slide down the climbing frame as staff praise their efforts. This helps develop children's sense of self and confidence in their own abilities.

Children behave very well, knowing that staff are nearby to support them if required. Staff use praise and encouragement to promote the children's behaviour. As a result, children listen well to staff and develop an understanding of others and positive social interactions.

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

• Leaders plan a curriculum that helps children make good progress in their learning. Activities are adapted to ensure the individual learning needs of children are met. This helps children prepare for their next stage of learning. For example, children learn how to develop their independence as they prepare snack, using utensils to cut fruit and pour their own drinks of water.
• Children learn about the diverse world in which we live. They develop their personal and social skills successfully. Children learn to cooperate with their peers and adults from different backgrounds and cultures. All children take part in different cultural activities, such as painting banners for Eid. However, opportunities for children to play and speak in their home language are not fully embedded in the everyday practice of staff consistently.
• Staff give children the opportunity to develop their communication and language skills. They model language and use clear instructions for children to follow. Staff introduce children to new vocabulary and consolidate the meaning of words through play. During lunch, staff encourage children to extend their vocabulary by naming actions and describing textures, for example 'chop', 'chewy' and 'crunchy'. However, at times, adults do not give children enough time to process what has been said before asking children further questions.
• Children are supported to develop their awareness of healthy practices and lifestyles. Children confidently wash their hands before meals and practise good oral health routines with the support of staff.
• Mathematical language is used in everyday activities to embed children's knowledge and understanding. For example, staff encourage children to count as they read stories, using their fingers to provide a visual prompt for children.
• Staff's good understanding of children enables them to identify any potential needs. Staff cater well for children with special educational needs and/or disabilities. Additional funding is used to provide children with opportunities to extend their learning experience. For instance, all children are able to access additional sports sessions to help develop their physical skills.
• Managers and leaders work hard to review and develop the quality of the provision. They reflect upon the needs of the children and families who attend the setting and strive to offer support beyond the nursery. Families can access resources such as clothing swaps and food items to support their children at home.
• Parents speak highly of the nursery. They praise staff for establishing positive relationships with children and clearly discuss the progress their children have made since starting at the nursery.
• Staff enjoy working at the nursery and feel a strong connection to the children and families. They feel supported by leaders in developing their knowledge and skills, actively taking part in further training.

What the setting must and should do next

The provider should:

• further extend staff in their teaching techniques to strengthen opportunities for children to develop their communication and language skills
• broaden opportunities for children to value and share their backgrounds and cultures.