Tiny Champs Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Leaders have created a stimulating and welcoming environment, which is thoughtfully developed to meet the needs of different age groups of children. Staff prioritise children's emotional well-being and dedicate time to building warm and supportive relationships. This helps children to feel safe and secure.

For example, babies who are new to the setting seek out their key person for cuddles and reassurance, which they quickly receive. These secure relationships, along with the highly enabling environment, support children to thrive. Leaders have a strong understanding of how young children learn.

They identify clear pri...orities for the curriculum. Leaders sequence children's learning to ensure that children make progress over time. Most staff understand how this translates into practice.

They skilfully engage in child-led play to enhance and extend children's learning. For instance, children start talking about ice while engaged in water play. This leads to staff getting ice cubes from the kitchen and exploring these with children.

Staff introduce new vocabulary and the concept of melting.Staff share consistent expectations of children's behaviour. They have embedded routines and rules that help children to understand what is expected of them.

Staff calmly explain the purpose of these rules to support children to make positive choices. This leads to a calm and purposeful atmosphere.

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

Staff prioritise the development of children's early language skills.

They encourage babies to repeat sounds, such as 'quack', as they explore the rubber ducks. Staff constantly narrate as children play, and model and repeat key vocabulary. Staff generally use good models of spoken English and communicate with children with warmth and enthusiasm.

As such, children develop into confident communicators.Leaders have recently introduced children to self-serving during the lunchtime routine. Children build their independence skills.

For example, they pour their own gravy and make choices over what they want to serve themselves. Staff encourage children to try the vegetables and build a balanced plate. They offer praise for children's healthy choices.

Children also have frequent access to the nursery gardens, where they engage in active and physical play. This supports children's gross motor development and encourages healthy habits from a young age.Leaders give children ownership of their learning through a pre-school committee.

Staff share upcoming festivals and world events with children and encourage them to share how they wish to celebrate or explore these further. They also take children on outings into the local area, including to the local library and weekly visits to a community garden. This helps children to learn about the world around them.

Staff working in the baby room have warm and reassuring relationships with the youngest children. They provide a safe and nurturing space, and plenty of opportunities for language-rich and sensory play. There are some gaps in staff's knowledge around how young babies develop.

However, the impact of this is minimised as other members of staff have a stronger knowledge and the team in the baby room work closely together to meet individual needs.Most staff know their key children well and can discuss their progress and next steps in learning with confidence. This includes children with special educational needs and/or disabilities as staff dedicate time each day to working towards their individual targets.

Leaders employ additional staff during core hours to enable key persons to spend more-focused time with children. As such, all children make good progress from their individual starting points.Parents comment positively on the nursery, particularly the relationships that their children have with warm and caring staff.

They note the progress that their children have made with their confidence and social skills. Parents share that the changes in staffing have been well managed but have had some impact. For example, some parents do not know who their child's key person currently is and this impacts on the feedback that they are getting about their child's learning and development.

Leaders are committed to ensuring that there is continued improvement. They are passionate about nurturing children's emotional well-being and giving them the skills to prepare them for their next stage of learning, and beyond. Staff comment that leaders are approachable and they feel part of a supportive 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: nensure that leaders monitor staff knowledge to identify and close any gaps, particularly for staff working with babies strengthen the key-person system further to ensure that all parents are aware of their child's key person and receive timely feedback about their child's learning and development.