Tinytots Vision Nursery

What is it like to attend this early years setting?

Children have a wonderful time at this welcoming and nurturing setting. Staff have built secure relationships with parents and children. They gather information from parents as children arrive. This helps them to know children's needs, such as what they have eaten and if they slept well. Parents describe the setting as 'home from home' for their children. Children arrive eager to start their day. They hang up their coats and run into the arms of familiar staff before choosing where to play. Children are happy and settled. This helps them to be ready to learn.

Managers have carefully planned the curriculum to cover all seven areas of learning. Staff plan experiences that children might not otherwise benefit from. For example, staff engage children in games with balls. They know this supports children's balance and co-ordination. Children have tremendous fun and they concentrate well. Staff show genuine delight in children's achievements. They praise children as they kick the ball into the net. This helps children to feel confident and they are eager to keep trying. Staff want children to be curious. They offer natural resources for children to explore. Children rub petals in their hands and hold them to their noses. Staff skilfully join children and use descriptive language to discuss the scent and textures of flowers. Children learn new words and make good progress. Deployment of staff is good. Staff are vigilant as they supervise children. This means they are on hand to support children to resolve disputes that arise during play. Children learn to play together.

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

• Leaders and managers have a clear vision to offer an inclusive provision that supports the development of all children. They work closely with staff, parents and other agencies to achieve this. Staff benefit from effective support, through induction, appraisals and coaching. As a result, the setting benefits from a well established and motivated staff team.
• Staff support children's communication and language well. They model new language to children. Staff provide support for children who are less verbal. For example, children are taught simple signs. This enables them to join in activities such as circle time. In addition, children who speak English as an additional language are supported with effective assessments. Children make good progress in their communication and language development.
• Partnership with parents is a strength of the setting. Parents are invited to share information about their children's development. This helps the setting to provide ideas and resources that help continue children's learning at home. For example, the setting has developed story sacks to help children benefit from regular reading at home. Furthermore, managers and staff work closely with a range of other services that offer early help interventions to families, such as food and clothing banks. This helps to keep children safe and well.
• The setting is committed to supporting children with special educational needs and/or disabilities (SEND). They work closely with specialist services, as a result, children with SEND benefit from structured support and a consistent approach to their care. Additional funding is used with careful consideration. Managers plan the use of space and staff deployment well to meet children's needs. As a result, children with SEND are supported to access the full curriculum. They make good progress from their starting points.
• Behaviour is generally good. Staff are skilled in using distraction and they adapt activities to help children remain motivated and engaged. Some staff plan transitions well. However, this is not consistent across the setting. For example, following lunch, staff do not support younger children to understand what is expected of them. Some children remain active while other children are trying to sleep. Children are less responsive to adult requests at these times.
• Overall, hygiene is good. Children are supported with tasks such as blowing their and routines are in place for hand washing before and after eating. However, children are not always supported to understand why good hygiene is important. For example, staff do not consistently teach children why they wash their hands. They do not consistently remind children why they should not put toys in their mouths. As a result, children repeat these behaviours. They do not learn consistently good hygiene habits.
• Transitions to school are carefully planned. The setting has good links with teaching staff from local schools and specialist schools. Information about children's current abilities and any additional or medical needs are shared. Children benefit from conversations, stories and role play about school. This helps them to adjust to their new environment. Children are well prepared for their next stage in learning.

What the setting must and should do next

The provider should:

• strengthen the curriculum to support children to understand the routines of the day and the behaviour expectations to encourage them to remain focused
• strengthen hygiene practices to help children understand the importance of good hygiene and to promote consistently good habits.