Tiny Tots Greasbrough

What is it like to attend this early years setting?

Children form secure attachments to staff. This is because staff recognise the importance of children, especially babies, forming a secure bond with their key person. Babies and older children feel safe as they approach staff for cuddles and reassurance. Children, including children with special educational needs and/or disabilities (SEND), learn to recognise and manage their own emotions. For example, the setting has recently developed a calming corner where children access sensory exploration activities. This helps children to quickly settle into the daily routines. Parents comment very positively on how staff support their children with managing their emotions. They say their children's confidence and social skills have developed since attending the nursery.

The management and staff team have worked hard in developing children's communication and language. Staff use effective techniques that support children to develop their vocabulary. For example, staff model phrases such as 'yellow car' when babies are playing with a car. As older children paint pictures of poppies, staff model phrases such as 'two big, red circles'. This allows children to extend their vocabulary and build confidence with speaking.

The setting has strong links with the community. For example, children visit the local care home, where they participate in a range of activities. They play games with the residents. Children also use their creative skills and decorate pebbles. Residents share pictures of the local area and talk to children about their memories. Staff encourage children to develop a love of reading. For example, children attend sessions at the local library. Children participate in activities such as rhyme time, singing and listening to stories.

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

• Staff work closely with parents and carers. They gather clear information to meet children's individual needs and to build on their prior knowledge and skills. Parents confirm that they feel well informed about their children's daily experiences and ongoing learning and development. They describe staff as 'brilliant'.
• Staff understand the importance of developing children's communication and language. They support children who speak English as an additional language very well. For example, in the baby room, they make a song box containing nursery rhymes available. Children enjoy choosing which rhyme to sing next. They show high levels of engagement when singing and use actions accurately, pointing to parts of their body when singing favourite songs.
• Managers have a clear vision of what they want children to learn. They describe what they want children to know and do by the time they move on to the next stage in their setting. However, a small number of staff are not clear about the learning intentions of planned activities and how to support all children's learning. This is because the existing arrangements to check the performance of staff are not yet embedded enough to help all staff to understand new skills and knowledge across the whole curriculum. Managers are aware of this and are taking steps to improve supervision sessions.
• Staff promote children's oral health through the provision of drinking from cups with soft straws or open cups rather than water bottles. They provide children with water and milk. However, staff do not consistently plan purposeful learning opportunities to support children's understanding of how to maintain healthy teeth and gums.
• Funding for children in receipt of early years pupil premium is carefully spent on where it is needed most. Staff provide additional resources and targeted support to help children to catch up in their learning. For example, they have purchased an easel to support children's fine and gross motor skills when mark making.
• Staff know the signs linked to online safety that may indicate a child is at risk of harm, and they understand how to identify and report any concerns. However, staff have not fully considered how to promote children's growing awareness of how to safely use the internet and digital technology.
• Children with SEND are well supported. They are able to access the setting and the opportunities that staff provide for them. Staff recognise when children need extra help. They communicate with parents about this. Staff are prompt at seeking extra support from external agencies.

What the setting must and should do next

The provider should:

• support all staff to understand the learning intention of planned activities so that they can consistently support all children's learning
• refine the curriculum for oral hygiene to enhance children's skills and knowledge in this area
• promote children's awareness of online safety more consistently.