Tiny Toes Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happy and settle quickly.

They are greeted by friendly staff, who enthusiastically welcome them into the nursery. Children have strong attachments with their key person. For example, younger children put their arms up for cuddles when they need reassurance.

Older children often seek more interaction with staff, showing that they have created strong bonds. Children's behaviour is good. They follow daily routines with confidence and show good levels of independence.

They respond to staff when they hear the tambourine. Children work alongside others to tidy up and get ready for the next exciting p...art of their day. This approach helps children to understand the boundaries in place.

Staff encourage children to learn new skills by modelling how to use different resources. For example, older children learn how to twist pipe cleaners to make headbands. They excitedly talk about mythical creatures, such as dragons and unicorns.

Children giggle as they talk about 'fire' in the dragon's mouth. Very young children learn how to use a spoon through play. For example, they take part in sensory activities using flour and cupcake cases.

They are encouraged to scoop using different-sized spoons to make 'cakes' with sprinkles on top. This helps to develop their small muscles and control over tools.

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

Personal, social and emotional development are at the heart of the curriculum for children.

This helps them to settle quickly and feel emotionally secure. The curriculum is well balanced and sequenced throughout the nursery. Staff focus on what children know and what they need to learn next.

As a result, children are well prepared to move through the nursery and on to school.Children have the opportunity to practise their independence skills throughout the nursery. For example, babies are encouraged to feed themselves and are given hand-over-hand support if needed.

Toddlers find their own named water bottles and try to put on their coats. Older children wash their hands, scrape their plates, and blow their noses independently. However, on occasion, staff are not fully effective at recognising where they can develop children's understanding of the importance of self-care, and teach them the skills to manage their personal hygiene.

This poses a risk of cross-infection.Leaders and managers are passionate about their vision for the nursery. They reflect on practice and strive for improvement.

Managers use supervisions and meetings to identify any training needs. They ensure that staff receive the support they need for their personal well-being. Staff report that they feel well supported.

Managers use additional funding, such as the early years pupil premium, appropriately. For example, funds have been used effectively to promote the well-being and learning of individual children. This allows for all children to make good progress.

Staff successfully support children's development in mathematics during everyday routines. For example, younger children enthusiastically join in with singing number rhymes. Older children count beyond 10 as they explore the date on the calendar.

In addition, they recognise the number of apple slices that they can have at snack time. This supports children to use and develop competent number skills throughout the nursery.All children, including the youngest, develop a love of books.

Staff frequently read to them throughout the day. They have favourite stories and will clearly communicate their wish to hear the same book again. However, the noise level within the rooms can sometimes be high.

As a result, some children find it difficult to concentrate and they lose focus.Parents comment on how supportive the nursery staff are. Staff share children's development and give good ideas for home learning.

They work closely with parents and have developed links with other professionals to help to support children with special educational needs and/or disabilities (SEND). This helps to provide a consistent approach.The nominated individual failed to notify Ofsted of a change to a company director.

This is a breach of requirements. However, this was rectified during the inspection and the nominated individual now demonstrates a suitable understanding of when notifications are required. This has no impact on children as the new director does not have any unsupervised contact with them.

Safeguarding

The arrangements for safeguarding are effective.Leaders and managers ensure that safeguarding children is a priority within the setting. They ensure that staff's safeguarding knowledge remains up to date through training.

This is frequently revisited during staff meetings and supervisions. Staff have a strong understanding of the setting's safeguarding policies and procedures. They know the correct action to take should they have any concerns about children or adults associated with children's care.

The manager keeps herself updated with current safeguarding concerns within the local community and shares this with staff. Rigorous recruitment procedures are in place to ensure that staff are suitable to work with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen staff's understanding of how to manage and promote children's understanding of the importance of hygiene routines nenhance staff's awareness of unnecessary noise and reduce its impact and distractions to children's learning.