Tiger Tots Community Day Care

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff have high hopes for all children to achieve to their full potential and to develop a love of learning. They are nurturing to children and care for them in a well-resourced environment. Children separate from their parents with ease.

They hurry into the nursery, eagerly removing their coats and quickly hanging up their bags. Children are keen for their learning to begin. Staff ensure that children's favourite resources are immediately available.

This attention to detail helps children to feel safe and secure from the very start of their day. Children are enthusiastic and animated learners. They relish showing thei...r knowledge of caring for living things.

Children talk confidently about growing plants. They describe how they put seeds and compost into small containers. Children excitedly use their arms as they describe how they pour water on seeds to help them grow.

They explain the plants are put near the windows for the sun to keep them warm. The pride which children have in their achievements is evident through their body language and facial expressions. Staff have adapted daily routines in view of the COVID-19 pandemic.

They have altered drop off and collection arrangements, so that parents no longer come into the nursery. Parents and staff comment on the positive impact this has had on children's developing independence skills.

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

Staff use discussions with parents and their detailed knowledge of every child to plan for the next steps in children's learning.

They understand that children come to nursery with different levels of development. Staff help children to develop the skills they need for future learning. While staff do engage well with children, they need to be more consistent and re-engage children in their play to further develop children's concentration skills.

Staff know children very well. They recognise how children are feeling and the impact this can have on children's emotional well-being. For example, staff instinctively recognise when children are feeling upset.

They cuddle children, and use comforting words to reassure children that they are secure and are valued.Children display high levels of confidence and problem-solving skills for their young ages. For example, they transport brick towers which they have built to another part of the nursery.

Children watch with interest as towers wobble as they are lifted. Staff understand to stand back as children recognise that putting the towers onto a solid base makes carrying easier.Staff's professional development is given a high priority.

The impact of recent communication and language training is evident in staff's confidence at supporting children's developing communication skills. For example, staff know to speak slowly and to give children sufficient time to respond. They actively link movements to words.

Staff stretch up high when describing a giraffe and reach their arms out wide when talking about an elephant.Staff help to foster children's love of books through the enthusiasm they give to stories. For example, children shout with delight as they anticipate which animal is behind the card in the 'Dear Zoo' story.

Children know with certainty when they take books to staff they will be read.Support for looked after children and children with special educational needs and/or disabilities is a key feature of the nursery. Staff work in close partnership with a wide range of other professionals to ensure that children and families get the support they need.

Consequently, all children are included in the nursery very well.Parents speak positively about the care their children receive. They feel that their children's needs are met and that they progress well in their learning.

Parents appreciate the opportunity to borrow books and resources to support children's continued learning at home.Overall, children's behaviour is good. Children learn to be kind and share resources with others during play.

However, at times, children become restless, as staff do not consider how daily routines, such as mealtimes, can be used to extend and consolidate children's learning.Children delight at playing outside in the snowy weather. They hold their hands out to catch snowflakes.

Staff encourage children to experience the natural world as they watch the snow melt and feel the water drip through their fingers. Children clap their hands together in delight before catching more snow. They join together as a group to look at their fingers, giggling with pleasure and delighting in the sensation of the snow melting.

Safeguarding

The arrangements for safeguarding are effective.The manager has safe recruitment procedures in place to ensure that staff are suitable to work with children. Staff are clear about their roles and responsibilities to protect children.

They have a secure understanding of child protection policies and procedures, and know the possible signs that a child may be at risk from harm. Staff keep their training up to date with current guidance, legislation and broader aspects of safeguarding. Staff deploy themselves effectively to ensure that children are closely supervised, and supported in their care and learning.

The premises are safe and secure. The manager completes thorough risk assessments to minimise hazards to children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nextend and develop children's learning more consistently during daily routines nencourage children to be more involved in activities to further develop their concentration skills.