Tiny Toez @ Eastvalley

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The quality of teaching and learning that children receive is inconsistent. This is because there is a lack of differentiation in the curriculum. For instance, children of all ages can, at times, access the same learning experience.

In addition, although staff provide an array of learning experiences for children, they do not think well enough about what it is that they want children to learn. These weaknesses do not support all children to make the full progress they are capable of. Despite this, children enjoy sensory experiences, such as rice, play dough and sand play.

They have fun as they fill and empty containers or... pull, stretch and mould the dough. Some staff talk to children about size, shape and numbers as they play. Leaders have improved the key-person system.

Staff have started to share clearer information with each other as children transition through the nursery. Consequently, staff have a better understanding of their key children's needs. Staff are now very responsive to children, showering them with lots of care and love.

Children have developed positive bonds with the staff who care for them. Staff are positive role models to children. They praise children for what they do well and remind them of the rules.

Consequently, children behave well.

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

It is clear where leaders have prioritised improvement since their last visit. This is based on their own observations and feedback from others.

However, the nursery is still on a journey of improvement. Leaders need to continue to target weaknesses in order to raise the overall quality of the nursery to a good standard.Leaders have developed a sequenced curriculum.

However, staff's knowledge of this needs to improve as they do not implement this curriculum in practice. For example, at times, staff provide some of same learning experiences for babies, toddlers and pre-school children without any natural progression. This does not ensure that children effectively build on what they know and can do over time.

Staff plan a range of learning experiences for children across the nursery. These experiences capture children's interest well. However, the activities on offer can lack purpose, or staff do not think well enough about how they can support children to extend their knowledge further.

This impacts on the progress that children make in their development.Leaders and staff use a range of strategies and methods to assess children's speech development. They sing a mixture of well-known rhymes and songs to children.

Staff also read stories clearly and with lots of expression. Children enjoy listening to the stories that staff share.Leaders have made changes to how they monitor staff's practice.

They now spend more time in the room observing staff, and provide ongoing feedback.They use this alongside supervisions to identify training needs and support. Staff say that the recent coaching and training that they have received have helped to improve their knowledge and confidence.

However, leaders now need to focus on raising staff's teaching practice to ensure that all children consistently receive high-quality teaching and learning experiences.Children with special educational needs and/or disabilities (SEND) who have been in the setting for a while, went without receiving the specific and/or specialist help they required. However, leaders have now taken steps to support staff to identify gaps in children's development.

They have also improved how they work in partnership with parents and other professionals. Leaders have made referrals, developed recent SEND plans and understand the importance of reviewing and monitoring this closely. This work needs to continue to ensure that all children with SEND consistently receive the targeted and specialist help and care they require.

Partnership working with parents has improved. Staff now capture key information about their key children. This has helped to improve their knowledge of the children in their care.

Staff and leaders also provide parents with regular updates and information about their child's development. Consequently, parents know how they can support their child's development at home. Parents say that their children like to come to nursery.

Children are provided with a range of balanced and healthy meals. Staff clean and wash children's hands as required. Staff notice and respond immediately to children when they require changing.

Children enjoy getting physical as they play outside on the bikes and slide, or as they kick the balls. This all helps to support children's health.

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 meet the requirements of the early years foundation stage, the provider must: Due date improve staff's knowledge of the curriculum and how they implement it to ensure that it effectively builds on children's knowledge over time 26/03/2025 develop further the use of planning to ensure that it takes into consideration what children already know and what they need to learn next, and extends their knowledge.26/03/2025 To further improve the quality of the early years provision, the provider should: continue to enhance and raise the support for children with special educational needs and/or disabilities to ensure that they receive the targeted and specialist help they require to enable them to fully thrive strengthen further the monitoring, support and coaching that staff receive in order to raise the quality of teaching that all children receive to a good level.