Tiddley Tots Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Relationships between staff and children are a key strength of this warm and welcoming nursery.

Young children are quickly comforted by cuddles from their key person, and older children invite staff to join in with their games. Staff warmly interact with children, offering constant support and praise. Children feel safe and secure, enabling them to develop into confident young learners.

For example, children work together in the construction area to build an imaginative 'town'. They show high levels of engagement and enjoyment as they work collaboratively, listen to each other and confidently share their own ideas. Ove...rall, staff have a secure understanding of the curriculum and how young children learn.

For example, during lunchtime, children start counting the pieces of melon in their bowls. Staff skilfully extend this by supporting them to count backwards as they eat each piece and introducing the concept of 'one less'. Leaders and staff work together to deliver predictable routines and consistent expectations for children's behaviour.

Staff give children extra responsibilities as a behaviour management tool. They have a clear focus on providing praise for children's positive behaviour. Staff embed the 'golden rules' of the nursery to support children to make the right choices.

Children understand what is expected of them and make rapid progress in regulating their own behaviour.

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

Leaders are clear about their curriculum priorities. These include building children's independence skills in readiness for school.

For example, older children self-serve at lunchtime and clear up their own spillages. Staff give children extra responsibilities through their 'helper of the day' role, such as helping to lay the table. This helps to build children's self-esteem and supports them to develop 'can do' attitudes.

Leaders and staff prioritise children's communication and language development. Staff are strong models of spoken English, and they constantly model language through child-led play. For example, when children engage in pretending to be doctors, staff encourage them to check their 'pulse rate'.

Over time, this supports children to develop into confident communicators.Staff plan experiences for children to develop their knowledge and understanding of the world. For example, children visit the local library each week.

The nursery staff teach children about a range of festivals and events. On the day of inspection, children were decorating hearts for Valentine's Day. However, staff do not always consider children's home languages or cultural backgrounds when planning activities and choosing resources.

Staff carefully observe and extend child-led learning. For example, they support older children to add written labels to their creations in the construction area. Staff encourage them to identify and write the initial sounds on small chalkboards.

However, staff make multiple errors when teaching children letter formation and the sounds that letters make. This does not prepare children effectively for their transition on to school.Staff know their key children well.

They can confidently discuss children's individual likes and dislikes, the progress they make and their next steps in learning. Parents praise the warmth and attentiveness of staff, particularly the relationships their children have with their key persons. As such, the key-person system is highly effective.

The nursery cook provides nutritious and balanced meals. Staff begin mealtimes with a song about healthy eating and gently encourage children to eat their vegetables. Children have regular access to a spacious and well-developed outside area to engage in physical play.

Staff teach children about when and how to wash their hands properly, supporting children to develop healthy habits from a young age.The special educational needs coordinator (SENCo) understands the importance of early intervention for children with special educational needs and/or disabilities (SEND). She makes timely referrals and works with parents and other professionals to develop strategies that support all children to access the curriculum.

Leaders use funding effectively to provide resources that meet children's needs. Children with SEND make good progress from their individual starting points in development.The new manager has made rapid improvements.

She is well supported by a general manager and has sought support from other professionals to ensure that the actions set at previous inspections have been fully met. The manager highly values her staff team and prioritises their well-being. Staff comment that they feel well supported and part of a reflective and dedicated team.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: consider how to support children from different cultural backgrounds to feel represented within the nursery nensure that staff have the training and knowledge required to teach all aspects of the curriculum.