Tiny Tots Nursery (Nuneaton) Ltd

What is it like to attend this early years setting?

Children excitedly arrive at the setting, eager to see what activities await them. Staff are kind and caring. They are attentive and talk to children, listening to their views. Staff ask children's permission before changing their nappies. Children agree and arrange the order of who is going first between themselves. Staff use nappy changing as an opportunity to talk, count or sing to children. Leaders and staff are reflective. They are currently reviewing how they can support parents and/or carers in toilet training children to enhance and support children's self-care skills in readiness for school.

Children feel safe and secure. They are inquisitive and want to know all about the inspector as they climb on her lap and talk about their friends and what they have been doing. Staff provide lots of opportunities for children to be independent. Children choose and help themselves to healthy snacks as they find their place mats and pour their own drinks. Staff help children become familiar with letters and the sounds they make. They use everyday routines in nursery as a learning opportunity to practise this. For example, the place mats have children's names on them, and staff say the sounds of the letters of their names. Children independently look for their name for self-registration.

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

• Leaders and staff plan and implement a curriculum that teaches children the skills they need to be ready for school. That said, the environment both indoors and outdoors has too many resources on offer, which means that children are sometimes overstimulated and do not engage fully. Children tend to flit between the activities.
• Staff say they feel supported and that they work well together as a team. They have access to regular training, which supports them in their roles and responsibilities. Leaders complete regular supervisions and meetings with staff. They evaluate the progress children make. This means the quality of teaching remains consistently good.
• Support for children who may have special educational needs and/or disabilities is strong. Highly qualified and experienced staff work well with external agencies to gain support for children and their families. High expectations and individual support plans mean that children make the progress they are capable of.
• Parents are complimentary about the setting. They say staff are kind, caring and like family to them. They receive regular updates on the progress their children are making and enjoy coming into the setting for parents' days. Parents receive help and support from leaders and staff to continue with their child's learning at home.
• A strong focus on communication and language is embedded throughout all activities. Staff are trained in delivering high-quality interactions with children to support their emerging communication skills. Children regularly sing songs and talk about different letters and objects. Staff allow children time to think about questions and respond using the sentence structures that they are learning.
• Children enjoy lots of fresh air outdoors. They practise their developing large-muscle skills as they push themselves around in push-along cars. Staff support children to use binoculars as they look for animals and birds in the park. Children enjoy waving to members of the community who walk by.
• Staff know their key children very well. They gather lots of information from parents about children's likes and dislikes and the developmental stage they are at. Staff then use this information to plan the next steps in children's learning. Consequently, children make good progress in their learning and are ready for their eventual move to school.
• Children enjoy mark making using paint and potatoes with patterns cut in them. They make images to represent Easter eggs. Children enjoy making Easter cards for their families. However, there are limited opportunities for children to learn about communities and faiths beyond their own.
• Mathematics is weaved through and embedded into all aspects of the curriculum and activities. Staff constantly count with children and talk about colours and shapes. Children recall past knowledge learned when staff say, 'Can you pick up all the hexagons?' They instinctively know which shape this is and enjoy finding them to pick up.

What the setting must and should do next

The provider should:

• review the number of resources on offer to support children to engage more fully in the activities available
• provide more opportunities for children to learn about diversity and different communities beyond their own.