Tiny Tots Nursery

What is it like to attend this early years setting?

Children have smiles on their faces and show that they are excited to arrive at nursery. Staff are welcoming as they greet children, offering cuddles and comfort when children need it. Children settle quickly and explore their environment. Staff provide a range of activities and toys to support children's learning. For example, pre-school children show off their creative skills as they make pretend ice creams using paper, dough and glitter. Staff support children by celebrating their ideas and extending their language as they introduce new vocabulary. Pre-school children talk about how much their creations sparkle and shine. Throughout the nursery, staff read stories to children. They encourage older children to join in well-known phrases from favourite books to support their communication skills.

Staff provide children with embedded routines which children respond well to. For example, they help children in the toddler room to understand when the routines of the day change. This includes showing them a visual prompt to remind them it is time to move on to the next part of the day. Staff support and encourage children to be resilient and confident in their play as they take risks when climbing on equipment in the garden. Babies smile and giggle as they develop their balance and coordination as they push little bikes. Staff are positive role models for children. They provide gentle reminders to say please and thank you and communicate with children in a nurturing and calm manner.

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

• Staff gather information from parents about what children know and can do. They use this information, as well as their own observations and assessments, to plan activities that focus on what children need to learn next. However, the intended curriculum to support children's independence is not consistently implemented by all staff. For example, during some activities, not all children are given guidance to help them learn how to complete tasks for themselves.
• Staff plan activities that follow children's interests and motivate them to learn. For example, children's interest in bugs leads them to learn about the life cycle of the butterfly. Pre-school children share what they have learned and explain that 'caterpillars ate everything and got really fat, then they hid in the cocoon and then became a butterfly'.
• Overall, staff support children's communication and language well. They sing songs with babies and respond to their vocalisations appropriately. However, at times, staff do not adapt their interactions to the different communication needs of all the children. For example, sometimes staff's language is too complex which results in children not understanding what is being said.
• Staff help children to learn about the importance of a healthy lifestyle. For instance, during mealtimes, staff sit and eat alongside children and engage in conversations with them about healthy eating, encouraging them to try new foods. Children and staff celebrate as they taste the 'super vegetables'.
• Staff set clear expectations and are good role models. They provide children with gentle reminders about positive behaviours. Pre-school children show their understanding of these, as they explain to visitors about their 'pre-school promise'. Children say that this includes being good listeners, kind to each other and having fun when they are learning.
• The management team has a clear vision for improvements to the setting. Recent developments include changes to the outdoor space to improve opportunities for children to support their physical development. Staff talk positively about the support they receive from the management team and say how they feel valued. They benefit from regular supervision meetings with the manager, time to reflect on their interactions with children and training opportunities to support them in their roles.
• Staff form positive relationships with parents. Parents speak fondly of the nursery and share that they feel supported. Staff keep parents well informed about children's care and learning. Parents say that communication methods are effective, and they feel fully informed about the progress their children are making. Parents share that their children are excited to attend.

What the setting must and should do next

The provider should:

• support staff to implement the curriculum to promote children's independence
• help staff to adapt their communication so that it is appropriate to children's individual level of understanding.