Tinkerbells Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children have fun at nursery.

They independently make choices about their play and learning. Children demonstrate that they feel safe and secure. They are confident, and those who need reassurance receive it in abundance from staff, who are kind and nurturing.

Babies enjoy playing peekaboo with staff. They hide behind a partition wall and look over shouting 'boo' or 'hi-ya'. Staff paint babies' feet to make valentine's hearts.

They eagerly pull their socks off and offer their feet to staff while giggling. Young children enjoy making sandcastles as they scoop and fill buckets in the sand. They practise their de...veloping physical skills outdoors as they climb on benches and jump into staff's waiting arms.

Staff support children to develop the confidence needed to take these risks. They praise them, which builds their self-esteem.Pre-school children make good progress in their learning.

They are acquiring the skills needed to transition to school. Staff support children to be independent. Children go to the toilet themselves, wash their hands and clear their own plates after lunch.

Children behave well. They are kind and considerate to their friends and understand the rules. Outdoors, they share the push-along cars by using a timer.

They know that when the timer is finished, it is someone else's turn. Throughout the nursery, staff provide lots of opportunities for all children to engage in messy play. They manipulate play dough by squeezing it and rolling it.

This strengthens muscles required for later pencil control. Children excitedly mix four, water and coloured strands in a cooking activity. Staff talk to the children to discuss what they are doing and what is happening, and children say they are making cupcakes.

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

There have been several recent changes in management. Despite this, the deputy manager has ensured the smooth running of the setting. The new manager, supported by the provider, is implementing a new curriculum and has ambitious plans for children's learning.

The curriculum is designed to closely follow children's individual interests to meet their learning needs. Staff are changing how they plan activities so children's individual next steps for learning are more precisely met. This is still in its infancy and needs to be securely embedded into staff practice to help children make even better progress.

There is a strong focus on communication and language. Staff who are more experienced and confident skilfully interact alongside children in their play. They constantly talk to the children, asking questions that encourage them to think and respond using the sentence structures they are learning.

However, at times, staff who are less confident do not always consistently speak with children while interacting with them. Consequently, not all children hear the same level of language all the time.Children with special educational needs and/or disabilities and those who speak English as an additional language receive good support.

Management and staff communicate well with other agencies who may be involved in the care of children and their families. This ensures that appropriate care plans and targeted support are put into place. Staff use pictures or words in children's home language to help them communicate effectively, to ensure the nursery is fully inclusive.

Partnerships with parents are good. Parents are complimentary about the nursery. They say that staff are friendly and caring.

Information is shared through an online app, and parents comment that they would like parents' evenings again. That said, parents value the stay-and-play sessions and say their children enjoy attending and are making good progress in their learning.Staff know the children well.

They deliver activities that ignite curiosity in children. As such, children engage well in their learning and spend long periods of time at their chosen activity. Children enjoy looking at flash cards of letters and then finding the corresponding plastic letter in a bowl of water.

They practise the letter name and the sound it makes. Staff enhance this activity even further by encouraging children to put their finger in the water and draw the letter on the table. This supports children's understanding of literacy, and it also supports them to take turns as they listen and watch as their friends have their turn.

Staff morale is high. The manager has effective systems in place to ensure staff well-being is addressed. Staff can access professional development opportunities.

For example, a recent grant has enabled the manager to develop part of the garden for forest school activities. Some staff will receive training to deliver this part of the curriculum. Observations of staff practice by the manager ensure that the quality of teaching is consistently good.

There has been a recent breach in requirements, as a child was left in the garden while others started to go indoors. Nevertheless, a full review and investigation were undertaken by the provider. Consequently, new procedures have been implemented across the setting to prevent a similar occurrence from happening.

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: nembed the new planning system to deliver the curriculum to the very highest standard so children make the best possible progress of which they are capable support all staff to communicate with children consistently so they hear language throughout their interactions and play.