Tiny Treasures

What is it like to attend this early years setting?

Children arrive happy and eager to learn and play. The key-person system is strong and staff know children well. Staff recognise the importance of confidentiality. Key persons greet parents and carers so that information can be shared. This has a positive impact on children's well-being, learning and development. Children settle well and their attendance is good. Staff encourage children to develop their independence. For example, children help to peel and cut fruit for their snack. Staff give children time to practise their skills. They teach children to point and count as they work.

Staff promote children's language and communication through songs, rhymes and storytelling. Children have many opportunities to hear and enjoy language. Staff plan frequent and brief group sessions so that children can concentrate. Children learn what is expected as staff playfully say, 'Eyes on me.' Staff read and sing at a pace where children can identify familiar words in the flow of speech. Children hear their own names and the sounds of words. Staff share familiar stories with babies, so that they hear language and enjoy rhyme and repetition as they begin to babble. Babies enjoy exploring tiny books. They concentrate as they manipulate their hands to turn the pages. As a result, children enjoy their learning, feel valued and make good progress.

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

• Leaders promote an ethos which fosters positive relationships with children and their families. They have designed an ambitious curriculum informed by their research and the needs of the children attending the nursery. The curriculum focuses on developing children's communication and language, independence and exploring outdoors.
• Staff use sign language and visual aids as they communicate so that children with special educational needs and/or disabilities (SEND) and those children who speak English as an additional language are included. Staff learn how to pronounce familiar words in children's home languages. They recognise the importance of removing dummies so that children can articulate language. For example, when children arrive with dummies in their mouths, staff invite them to put them in their bag while they play.
• Children enjoy daily opportunities to play outside. They develop physical skills, such as running and riding. Staff create sensory play opportunities with sand. However, they have not planned the environment outdoors to fully engage children in their learning. For example, outdoor resources are limited and activities become crowded. As a result, on occasions, children wander from one thing to another and are not engaged in their play and exploration.
• Overall, staff demonstrate that they have a clear vision for what they want children to learn. Staff create activities that follow children's interests, such as providing a train role-play area. However, on occasions, staff do not introduce or participate in the role play. As a result, children do not connect with the activity, which has an impact on their engagement and learning.
• Staff promote healthy lifestyles. They sit with children so that mealtimes are sociable events. As a result, children's behaviour is good. Children speak confidently to staff and share their ideas.
• Children develop their independence through everyday tasks and personal care routines. For example, staff have created a place where children can wipe their noses, put tissues in the bin and wash their hands. Children put their empty cups in the bowl and help to tidy up after their meals and snacks.
• Staff handle transitions to other rooms with care. Babies spend time each week with older children. Staff work closely with local schools so that transitions are smooth. They accompany children on visits to school and welcome teachers who visit the nursery.
• Staff work closely as a team. They benefit from training and learn by networking with other practitioners. Leaders develop close relationships with other professionals so that they can support children with SEND. Staff monitor children's progress, celebrate their achievements and create personal learning plans for children with SEND.
• Parents say that their children love coming to the setting. They explain that they work together with staff who offer them endless support. Parents comment that their children are making remarkable progress, especially in their communication and language, independence and behaviour.

What the setting must and should do next

The provider should:

• enhance the organisation of the outdoor areas so that children who prefer to be outside have access to resources and creative opportunities to explore and extend their play ideas
• support all staff to understand how to introduce and interest children in what they plan for children to learn during role-play activities.