Tiny Toes

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children flourish in this welcoming and exceptionally well-resourced nursery. They rush in, excited to meet their friends and for their day to begin.

The management team has adapted daily routines in light of the COVID-19 (coronavirus) pandemic. For example, drop off and collection arrangements have changed so parents no longer come into the nursery. Parents comment on how much more independent children are at entering the nursery since these changes began.

Children relish being outdoors as they explore the environment with confidence. Children demonstrate how secure and confident they are in the nursery. For example, ...children learn how to negotiate inclines as they enthusiastically practise a range of different movements.

As children get to the top of the incline they shout 'I'm here, I'm at the top'. Children respond with huge smiles to the very sincere praise given by staff to their achievements. The expectations staff have for all children to achieve is evident.

Children delight in learning about the natural world. For example, staff organise a tree hunt. They give children pictures of trees.

Children rush off to see if they can match the trees to the pictures. They giggle in delight and shout 'I have found one', 'this is the same', 'look at the leaves they match'. Children's behaviour is exemplary.

They show extremely high levels of respect for each other and towards adults. Children very willingly let other children enter their already established play. Children are happy to discuss what they are doing and to share resources.

Children's manners are impeccable. For instance, when someone says 'thank you' to a child the child responds with 'you're welcome'.

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

Children put different coloured transparent shapes on top of each other.

Staff encourage children to put the colours towards the window and the floor. Children notice how the colours change depending on the light. This gives children the understanding of what they do can bring about change and the motivation to explore further.

Children have many opportunities for mark making across the nursery. For example, children paint on fabric hanging from a washing line. They giggle with delight as the fabric blows in the wind and they have to chase the fabric to paint it.

This also teaches children how the natural environment can impact on what they are trying to do.Staff are exceptionally adept at developing children's confidence and children's belief in their own abilities. For example, children pretend to be horses.

Children practise jumping the fences they have built from blocks. Staff join in with this play and inspire children to slightly increase the distance between blocks.Children relish the challenge of jumping longer distances.

Staff talk clearly to children as they play. They use the correct pronunciation and introduce new words to help children extend their vocabulary. For example, children and staff talk about drinking lots of water in the hot weather.

Staff tell children this is to keep their bodies 'hydrated'. However, staff do not consistently strengthen children's thinking skills during conversations. On occasions, they do not give children enough time to think about what has been said and respond to questions asked.

Staff plan for children's learning based on what children already know and can do. For example, as young children build a tower with large empty tins, they accurately count each level as they build. Staff encourage children to use more tins to build higher and higher.

This helps to further develop children's understanding of numbers.Staff are highly attuned to the needs of children with special educational needs and/or disabilities. They know to work in close partnership with a wide range of other professionals to ensure that children and their families get the support they need.

The management team recognises the benefits of working with other professionals to ensure a consistent approach to children's care and learning. There are exceptionally strong links with the local school to enable smooth transitions for children's future learning.Parents are very complimentary about the nursery.

They praise the support given by the management team and staff throughout the period of time when children did not attend, due the COVID-19 restrictions. Parents stress the value to their children and themselves of staff maintaining contact through online communication.The management team and staff are proud to be a part of this vibrant nursery.

Strong teamwork and shared high aspirations for the children are at the heart of everything they do. Children who missed being in the nursery because of the COVID-19 pandemic have readily adjusted to returning and their development is flourishing.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff are knowledgeable about child protection issues. They have a secure understanding of the correct procedure to follow if they have concerns about a child. Staff have a good understanding of wider safeguarding issues.

Robust recruitment and vetting procedures are in place to ensure that staff are suitable to work with children. Managers use staff recruitment, induction and ongoing supervision to make sure that all staff are suitable to work with children. Staff are vigilant about safety and put in place a range of procedures to help keep children safe.

For example, children enter and leave the nursery at the side of the building. Staff are on hand when parents drop off and collect children to ensure that only those allowed to do so are admitted.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to make more effective use of questioning techniques to challenge and extend children's thinking skills.

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