Tiddlers Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children demonstrate high levels of curiosity and concentration while playing in the stimulating environment created by staff. They confidently explore and investigate different textures and materials in both the indoor and outdoor play areas. Children behave well and play cooperatively.

They encourage their friends to join in with play activities and negotiate who will take responsibility for different tasks, for example while filling and carrying large containers of water. The key-person system is effective in ensuring that children feel emotionally secure, and relationships between children and staff are extremely good. Babi...es are happy and content as they explore their play environment.

They progress well from crawling to standing and walking. Babies make marks on low-level chalk boards. While doing so, they practise balancing skills as they stand and make large movements to create the marks.

Younger two-year-old children use their emerging speaking skills to request different coloured paints. They create shapes and lines after skilfully dipping pom-poms and fabrics that are attached to clothes pegs into a paint pallet. Children's learning continually builds on what they already know and can do.

Teaching practice is strong. Staff support children effectively so that they acquire skills and a capacity to learn.

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

Staff observe, assess and challenge children effectively.

They ensure that children make good progress across the seven areas of learning. Staff are fully aware of what children know and can do. They use this knowledge and children's interests to ensure that they consistently provide activities that inspire children to learn.

Children develop good skills that help them to be ready for the move on to the next stage in their education. Staff offer good support so that children with additional needs make as much progress as they can.Parents initially provide information about what their child knows and can do.

Staff and parents then continue to share information regularly. Parents share very positive views about the provision.Staff continually support children in developing independence skills.

For example, children choose whether to have breakfast. They then wash their hands, collect a dish and serve themselves from a breakfast cereal dispenser. Very young children are learning to put on their shoes.

Throughout the day, children make decisions about what to play with and whether to play indoors or outdoors.Young children explore colour and texture. In the home corner, staff encourage them to smell and feel the texture of peppers.

Staff support them in recognising that some are green and some are red. Young children choose to paint and staff teach them that they can mix colours to create colours. The children name the colours that they want to use and talk about the circles that they create.

Children continually engage in conversations with their friends and with staff. That said, staff do not fully support children in using their home languages while they play and learn. Staff interpret babies' non-verbal communication well while supporting emerging speaking skills.

Children develop good handling skills. They benefit from continuous opportunities to draw and write, indoors and outdoors. Children are proud to demonstrate that they can write their names and that they know the sounds of the letters.

A favourite story is about a bear and children join in with the familiar text when the staff read to them.Children gain an awareness of similarities and differences in society. They learn about traditions and beliefs beyond their own experience.

They show respect for each other, for staff and for the resources available to them.The provider has made changes to risk assessments following a recent failure to ensure the security of the outdoor area. Two children ran towards the side gate when it was opened for a parent collecting a child.

Even though staff rushed after them, the two children were able to get into the car park. Following this, the provider took swift action to ensure that children are not at risk in the future. The provider had failed to notify Ofsted of this significant event, which is a requirement of their registration.

Safeguarding

The arrangements for safeguarding are effective.Staff complete training to keep their child protection knowledge up to date. They are aware of the signs of abuse and neglect and know the local referral procedures to follow if they have a concern.

They are aware of the duty to prevent children being drawn into situations that put them at risk. Staff recruitment and selection procedures and staff-to-child ratios meet requirements. The provider has taken steps to improve security at the side gate so that children cannot leave the premises unsupervised, and unwanted visitors cannot gain access.

As a result, risk assessment is effective. Staff identify and successfully minimise potential risks indoors and outdoors.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nencourage children's use of their home language while they play and learn.

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