Tiny Tots Private Day Nursery Ltd

What is it like to attend this early years setting?

Children arrive at this inclusive and warm nursery with genuine enthusiasm. The friendly atmosphere, combined with the staff's commitment, creates an environment where each child feels valued. Nurturing staff build strong bonds with children. Most children settle quickly. Staff guide those children who need extra support sensitively to ensure that they feel safe, secure and understood. Leaders have developed a broad curriculum that promotes children's abilities in all areas. Children have opportunities to develop their mathematical skills. Younger children keenly count as they splat foam cakes during rhyme time. Older children recognise the quantity of a small group of objects without counting them individually during turn-taking games. This supports all children to develop their mathematical awareness.

Staff offer a clear routine so that children understand what is happening now and next. For example, children share that it is time to wash their hands before lunch. They develop confidence and good self-esteem. Children have opportunities to play outside each day. Children's behaviour is good. They learn to understand the rules and boundaries of the setting. Staff are good role models. They encourage children to share and take turns and reinforce this throughout the day. When children struggle with regulating their emotions, staff take appropriate action to support them. Children develop a sense of right and wrong as they learn to work with others.

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

• Leaders have identified what they want children to learn as they progress through the nursery. Key persons know their key children well. They have a thorough understanding of children's starting points and plan learning experiences to build on children's knowledge. Staff place an emphasis on developing the prime areas of learning and have effective monitoring systems in place. As a result, children are ready for the next stage in their learning.
• There is a clear focus on supporting children with special educational needs and/or disabilities (SEND). Leaders help staff to implement strategies identified by professionals so that children with SEND make progress towards their developmental milestones. Staff use any additional funding appropriately and in children's best interests.
• Staff provide opportunities for children to develop their independence through daily routines, such as mealtimes. Children help themselves to fruit and pour their own drinks. Younger children practise chopping their food. Staff give guidance to those children that need it. Children develop confidence in their abilities.
• Overall, the curriculum for communication and language is well implemented.
• For example, staff sing rhymes with babies and use actions to help them to understand what words mean. Staff encourage older children to explain their thinking during focused circle times. However, some parts of the curriculum are less well implemented. For example, staff working with younger children do not consistently give them sufficient time to respond to questions. As a result, this does not help children to develop their interaction skills when building their foundation in language.
• Children enjoy physical activities. They develop their small and large muscles through a variety of opportunities. Babies crawl and practise their walking. Older children practise climbing and balancing skills. This helps children to make good progress in their physical development.
• Staff join in with children as they play and offer them support. However, at times, the most confident children capture staff's attention and quieter children are occasionally overlooked. For example, during group activities and mealtimes, staff direct their interactions to the most confident children and those that require a little extra support. This means that during these times, the quieter children's learning experiences are not extended as well.
• Parents and carers speak about the nursery very highly, with particular regard to the strong bonds staff form with their children. Staff provide them with regular updates on their children's care and education. They support parents to build on children's emerging skills at home. This promotes consistency in children's learning.
• Staff receive regular training and supervision sessions, which are catered to support the needs of the children they care for. As a result, staff feel supported by leaders. This fosters positive working relationships that benefit the progress of all children in the nursery.
• The provider failed to notify Ofsted of a significant event, which is a requirement of their registration. However, through discussion, they now demonstrate an understanding of what they need to notify to Ofsted.

What the setting must and should do next

The provider should:

• help staff to implement the curriculum for communication and language for younger children more precisely
• build on staff's skills in supporting all children to engage with the learning experiences offered, with particular regard to quieter children.