Tiny Treasures Day Care And Education

What is it like to attend this early years setting?

Children receive a warm welcome as they arrive. Staff members use their knowledge of the children to create connections and ensure they develop a sense of belonging. Staff support children to carry out tasks for themselves effectively. They offer just the right amount of help so that children can hang up their coats and bags successfully. Children are happy to arrive at the setting. They are eager to see their friends and get involved in the play opportunities on offer.

Staff focus intently on encouraging children to develop their independence. They support the youngest children to use cutlery at mealtimes effectively. Staff also teach them how to use warm flannels to wipe their hands and faces. Staff notice all the ways in which children try to do things for themselves. They respond positively, with praise for their successes. Older children serve their own cereal and peel their fruit. Staff take every opportunity to promote a healthy lifestyle. The provision of real fruit and vegetables in the home corners across the setting help to further extend children's learning. Staff describe the colour and texture of the vegetables and ensure children learn the names of the food they are using in their play.

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

• Managers and leaders have created a clear and well-sequenced curriculum that supports children's development across all seven areas of learning. They place emphasis on the importance of outdoor learning. Planning ensures that children spend prolonged periods of time outdoors. This enables them to experience a wide range of resources and opportunities that meet their individual needs.
• Managers work hard to support staff to understand the importance of high-quality interactions. They encourage staff members to focus on children's interests to develop their interactions with them. However, staff do not consistently use their observations of children to further extend their learning. This can lead to some children becoming disengaged.
• Staff use stories to inform planning and create a shared focus for all children. This promotes connections across different areas of learning. For example, older children measure and count as they use scissors to create beanstalks, while younger children use dough to roll and mould beanstalks. Children are excited, and repeat familiar phrases they have learned from the story.
• A strong ethos of inclusion and equality across the setting ensures that children's unique characteristics are celebrated. The experienced special educational needs coordinator works in close partnership with parents. She offers appropriate support and takes prompt action to ensure children with special educational needs and/or disabilities (SEND) get the targeted support they need. This enables children with SEND to make the best possible progress in readiness for the next stage of their education.
• Staff support children to develop as confident communicators. They create opportunities for children to talk to each other, and encourage their friendships. Singing is a priority across the setting. Children delight in the rhymes and action songs that staff enthusiastically share with them. Even the youngest children join in with the actions and recognise familiar tunes.
• Leaders develop appropriate expectations of children to help them recognise their emotions and regulate their behaviour. However, these expectations are not consistently implemented across the setting. For example, staff do not always support younger children to learn how to take turns and show kindness to their peers. In addition to this, older children are not consistently reminded of behaviour expectations during group story time. This prevents some quieter children from getting involved.
• Parents are pleased with the setting and the progress their children make while attending. They particularly appreciate the nurturing and respectful relationships with staff. Parents report that they receive observations and photos of their children via an online app. This helps them to feel involved in their children's learning and development. In addition to this, parents like the daily detailed feedback they receive from their child's key person.

What the setting must and should do next

The provider should:

• support staff to consistently use children's interests and motivations to engage them more effectively and extend their learning even further
• review and strengthen the way that children's behaviour and emotional regulation are supported, to ensure consistency and to help all children understand the expectations of them.