Tiny Treasures Daycare & Education

What is it like to attend this early years setting?

Leaders have a thorough understanding of the needs of the families who use their nursery. This enables them to tailor the service they provide and education provision so it meets the needs of all the children. Leaders focus primarily on children's personal, social and emotional development so that children are settled and emotionally ready to learn. Children form close bonds with staff. They arrive at nursery confidently and smile as they say goodbye to their parents. Children seek staff out to involve them in the play and enjoy their company.

Staff set clear expectations for children's behaviour and adjust their teaching to accommodate the various needs of the children. For example, they recognise when children are not yet ready to concentrate for sustained periods of time, such as during the group circle times. They provide alternate options for children so they can remain engaged in their learning.

Leaders and staff have a strong understanding of the communication and language needs of the children. The curriculum clearly sets out a progressive sequence of knowledge for children to gain so they can become confident communicators. Leaders place a strong focus on promoting a love of books to help children extend their vocabulary and understanding of words. Children progress well from their starting points and express their needs and wishes clearly.

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

• Leaders have taken positive steps to address the actions raised at the last inspection to improve the quality of education for children. They have a clear focus to help sustain improvements and are prioritising the monitoring of staff practice and their ongoing professional development.
• Leaders now provide each member of staff with personalised development points and training to support them in their specific role. They complete regular room observations and feedback to staff on their strengths and aspects of their practice to develop. This has been instrumental in supporting staffs' understanding of the curriculum and how to adapt their teaching to engage children well.
• Staff provide children with skilful interactions and enhancements to their play. This helps to progress children's learning well, especially with communication language and supporting problem solving. Staff are bi-lingual and provide opportunities for children to hear and use their home languages during their play. This supports their sense of belonging as well as understanding of language.
• Staff consider children's current play interests when planning the learning environment to engage children in their play. Children remain focused and on task. They show respect for the adults and initiate polite conversations. They behave well. However, staff do not use the information they gather from their ongoing observations of children's achievements to plan precisely for key learning needs of each child. This means that children are not fully supported to make the best possible progress in their learning.
• This said, the arrangements for children with special educational needs and/or disabilities are strong. Staff work with outside professionals to develop personalised targets that help children to progress well. Leaders have effective arrangements in place to monitor children's communication and language development so they can implement strategic interventions at the earliest opportunity. This helps children to make swift progress in their speaking and listening.
• Overall, an effective key person system is in place. Staff know the essential information about children and work closely with parents. Parents speak positively about the service provided. However, many children have recently moved rooms and staff have not obtained the most up-to-date information about children's learning needs from the previous key person so they can plan precisely for their learning from the onset.
• Leaders and staff identify key knowledge and skills they want children to gain in mathematics. However, the curriculum and staff's teaching does not provide children with a full range of experiences so they can gain a deep understanding of number. This means that children do not gain a secure understanding of the value of numbers, patterns and the relationships between the numbers.
• Leaders and staff organise the daily routines to maximise the learning for children. They encourage children to take responsibility for everyday tasks during the daily routine to help support their engagement. Children enjoy the opportunities to be responsible and independent. They are well motivated.

What the setting must and should do next

The provider should:

• help staff to use their observations of children's achievements to plan learning experiences that precisely reflect the most relevant learning needs of each child
• enhance communication between staff when children move room so they have a comprehensive understanding about each child to plan for their learning
• refine the maths curriculum so this helps children to gain a deep understanding of number.