Tiddlywinks Nursery School (Chad)

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happy and willingly separate from their parents. They settle quickly as they are welcomed eagerly by staff. As a result, children appear content, safe and secure in the nurturing environment.

Staff promote positive behaviour well. They are good role models and continually promote the nursery's 'golden rules'. For instance, younger children are given gentle reminders not to run indoors, and older children understand the need to be kind to their friends.

This helps to support children in having a good understanding of rules, boundaries and the need to have good morals and values. Children engage in stimul...ating activities that capture their attention and spark their curiosity. For example, younger children explore with sand.

They show great focus and determination as they scoop it up and carefully transport it across the room. Older children explore with mud. They work together to get the consistency right so that they can mould and press it.

By working together, they come to the conclusion that adding more water will make it soft for them to create a 'cake'. This helps to support children's social and critical-thinking skills.

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

The managers have a clear vision for delivering high-quality care and outcomes for children.

Staff are happy and feel well supported. They have regular supervision meetings and attend training sessions and workshops. This supports staff's ongoing professional development and helps them to develop their skills to raise standards in the nursery.

Generally, children are making good progress. Managers and staff provide a curriculum that focuses on their understanding of children's development and what they need to learn next. Children invite staff into their play.

They interact well and offer children support and guidance. This helps to extend children's concentration and engagement. However, at times, during adult-led activities, some staff do not always differentiate their teaching to meet all children's individual learning needs.

This results in some children not being sufficiently challenged.Staff provide a caring and nurturing environment that supports children's emotional needs well. For example, younger children sit comfortably with staff and are offered lots of hugs.

Other children take themselves off and snuggle into cushions. Older children benefit from perfectly created, calming spaces. This allows children the opportunity to regulate their emotions and feelings.

Overall, children's communication and language skills are promoted well. Staff continually speak to children, provide additional words and ask them questions. Occasionally, however, some staff do not model the correct pronunciation of words and reference to items that children then repeat.

At these times, children's emerging vocabulary and language are not supported to the highest level.Partnerships with parents are good. Information is gathered about the child's likes, dislikes and interests.

This helps staff to support children's development and care needs when they first start. Parents state that they feel well informed about their children's development and what they do each day at the nursery. Furthermore, parents have access to an online programme that provides additional learning activities and ideas to help extend children's learning at home.

Children learn about the importance of leading a healthy lifestyle. They carry out good hygiene practices and are provided with nutritious meals. Furthermore, children run around and take part in fun extracurricular rugby sessions.

This helps to promote children's health, physical development and well-being and prepares them for school.Staff competently incorporate mathematics throughout daily activities. For example, younger children sing number rhymes.

Older children count in sequence and play games, such as 'what's the time, Mr Wolf?' This supports the development of their early mathematics skills well.Children with special educational needs/or disabilities (SEND) are supported well. Staff work closely with parents and other professionals to provide individual focused targets that will support their additional needs.

As a result, children with SEND are making the best possible progress.

Safeguarding

The arrangements for safeguarding are effective.All staff attend safeguarding training and understand their role and responsibilities to keeping children safe from harm.

Staff have a secure understanding of the policies and procedure to follow if they have any safeguarding concerns. This includes the procedure to follow in the event of an allegation against a member of staff. The premises is safe and secure.

Risk assessments are carried out, and any potential risks or hazards identified are promptly removed. Staff are deployed effectively, and ratios are maintained throughout the day.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: continue to develop the implementation of the curriculum, particularly during adult-led activities, to target teaching more precisely and to offer all children appropriate levels of challenge review the way children's speech and pronunciation of words are supported, to further support children's vocabulary and emerging language.