TinyTown Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children flourish in this warm and welcoming nursery. They show that they feel safe, secure and happy.

Children form strong attachments with staff, who spend time getting to know them and their families. Staff support children in understanding their own emotions. For example, during a group activity, children talk about their feelings and why they feel a certain way.

Children understand daily routines and follow the rules for circle time. Staff support children with special educational needs and/or disabilities (SEND) to join in with group activities. Children explore the environment enthusiastically and access the ava...ilable resources.

Children learn about healthy lifestyles; for example, they know how to brush their teeth and enjoy being active outdoors. Staff support babies' physical development; they hold their hands and encourage them to walk. Babies enjoy this and smile as they move around the room.

Children enjoy healthy, home-cooked food with seasonal ingredients. They gain independence as they serve their own food and drinks at lunchtime. Older children take part in Spanish and dance classes every other week.

Children enjoy taking home borrowing bags and 'Clover the Cow', who is a soft toy, to share adventures with.

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

Managers have created a curriculum that they review to ensure it continues to meet the educational and care needs of all children. Managers and staff know the children well.

They communicate well with parents and share information that helps children progress. They work with external agencies to gain further help for those children in need of more support. Staff provide resources and activities based on children's interests to support their next steps.

However, staff do not always provide opportunities to challenge and extend learning.All children, including those with SEND, make good progress. Staff play games with older children that prepare them for the next stage in their education.

For example, they identify the first letter of their name during circle time. However, the environment does not always encourage children to explore and learn independently.Managers and staff considered the impact of the COVID-19 pandemic on children's language and communication.

They use external resources to identify delays quickly. Staff use stories, singing and everyday conversation to introduce new vocabulary and support children's confidence.Staff have high expectations for behaviour and use various techniques to support this.

They help children in resolving conflict by being sensitive and talking calmly. Children sit and listen to adults during carpet times. They concentrate during activities and enjoy talking to their friends and adults.

Children enjoy mealtimes together; they chat with each other and the staff. They behave well and follow an established routine. However, some children wait a long time for their turn to serve their food.

Managers and staff consider each family on an individual basis and spend time getting to know the families. They ask those who speak English as an additional language to provide key words in their home language. Staff gather information from parents about cultural events and celebrations.

Displays in the nursery reflect diversity.Parents feel supported and included in what happens at the nursery. They say that they value the knowledge and guidance given by all staff.

Parents say that their children are happy and love attending the setting.The manager has a clear and ambitious vision for the setting. She meets with staff and understands what they need to develop further.

The manager prioritises staff well-being. She provides training opportunities for them to continue learning. Staff feedback that they enjoy their job and value the support given by the manager.

Safeguarding

The arrangements for safeguarding are effective.Managers and staff have a secure knowledge of how to safeguard children. They explain the signs and symptoms of abuse and understand the process if a concern arises.

Managers and staff are confident and understand how to raise a concern about a colleague in the event of an allegation. They understand broader safeguarding concerns, including 'Prevent' duty, female genital mutilation and county lines. Managers provide regular training through staff meetings and external providers to ensure safeguarding knowledge is up to date.

Recruitment processes are robust, to ensure that all staff employed are suitable to work with children. Staff carry out daily risk assessment checks to ensure children remain safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: provide a broader range of resources, to ensure that children's learning can be extended further.