Tiny Tots Day Nursery

What is it like to attend this early years setting?

Happy children arrive at the setting looking forward to their day. They are warmly greeted by friendly staff and settle quickly. Babies and toddlers explore sand with their hands and feet. Staff repeat words, such as 'sand' and 'feet', while keeping eye contact. This helps babies to make the link with what they are doing and the words they hear. Babies create sounds by tapping wood against metal. They look with interest as staff say, 'Tap, tap, tap,' matching the rhythm of the sound they are making.

Children are well prepared for the next step in their education, such as school. They are confident communicators and are quick to initiate a conversation with the inspector. They ask who she is and decide that they need to help her. They name staff and children and point out their best friends. They bring pictures and explain which family member they have drawn. This shows that children have a sense of who they are and where they belong. Children use different ways to communicate with those who do not use words. For example, they sing and complete the actions of a favourite rhyme. Their efforts are rewarded when those children join in with them.

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

• The key-person system works well. Children's key persons quickly identify what children need to learn next and share the information with colleagues. This means that, in the unexpected absence of a key person, each child continues to receive the interaction and support they need. This helps to ensure that children continue to build on the skills they already have.
• Leaders and managers are working towards an accreditation. The work they do helps them to reflect on the quality of education they provide. They are realistic in their evaluation and have a clear vision for continued improvement. This is discussed with staff, along with offers of training that will help them move towards their goal and achieve the best outcomes for children.
• The manager is familiar with the curriculum and how it is being delivered across the setting. She is often found working alongside staff in the different rooms. This gives her a real opportunity to assess staff's practice and the impact that they have on children's development.
• Staff work well as a team. They have a professional attitude and are happy in their role. This helps to create a relaxed learning environment for children.
• Staff work closely with parents to ensure that they understand and can meet the care and medical needs of their children. Parents know that their children are safe and well cared for.
• The partnerships with parents are effective. Parents receive regular updates about their children's development and ideas of how they can support their learning at home. As a result, children make good progress.
• Parents say that they value the commitment from staff to help them get the extra support their children need. They are reassured that their children receive the same opportunities as others.
• Children are well supervised as they climb steps and walk along tyres while learning to balance. Staff hold babies' hands and encourage them to a standing position. Babies look round at who is praising them and smile, showing pride in their achievement.
• Children are not reminded often enough of the rules of working in a group. This means that, occasionally, activities they find interesting are disrupted for those already taking part.
• The questions that staff ask children sometimes lack challenge and do not encourage children to think and work out answers for themselves. This hinders children's progress.

What the setting must and should do next

The provider should:

• find ways to help children understand and adhere to the rules of working within a group
• improve opportunities for children to reach their full potential in thinking and working things out.