Tiptoes Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children thoroughly enjoy their time at this friendly nursery. They happily leave their parents and confidently join their friends.

Children, regardless of their age, make choices in the well-organised play areas. They easily move between activities and select the toys they want to play with. This shows children feel safe and secure.

Many older pre-school children clearly know the difference between right and wrong. Children's behaviour is good.Children begin to learn about the importance of living a healthy lifestyle and have daily opportunities to develop their physical skills.

For example, older pre-school ...children talk about what is healthy to eat and what is not. Staff have high expectations of children's independence skills and older children independently clear away their plates at lunchtime. Toddlers clean their teeth effectively to a song they know well.

Babies use spoons to feed themselves. Staff are caring and attentive to children's different needs. This helps children to develop confidence and become independent learners.

During the COVID-19 pandemic, older children's parents have been unable to enter the setting. Babies' parents have continually entered to ensure babies settle well. Nevertheless, staff provide opportunities for all parents to spend time in the setting, such as 'stay and play' sessions.

This helps to build and establish relationships with parents, which underpin children's learning and development.

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

The manager knows the children in her care well. She values her staff and supports their access to training.

Staff say they feel valued and are happy in their role. They are committed to improving their knowledge with training and qualifications. The manager is enthusiastic and mentors staff with modelling good practice.

This enables new staff to develop well.The manager reflects on the quality of the provision regularly and provides staff with regular supervision meetings. However, staff are not always provided with a full picture of children's learning and development swiftly enough, when they move rooms in the nursery, to fully support children's development.

Staff understand what children know and, generally, what they need to learn next. This helps them to plan a stimulating curriculum that broadens children's experiences. For example, staff know that toddlers are interested in bugs.

However, sometimes, children's learning and thinking is not fully extended during activities to help children progress even further.Babies thoroughly enjoy sensory play. They join in with exploratory experiences, such as investigating the textures of flour and shaving foam.

Babies have space to crawl and pull themselves up to standing. This supports their physical development.Children respond positively when staff join in with their play.

Staff use these times effectively to extend children's communication skills. Staff encourage toddlers to repeat animal names. Pre-school children enjoy a game, where they find items beginning with letter sounds effectively.

Children are well prepared for the next stage of their education, including starting school.Children thoroughly enjoy the outdoor area. Staff help them to feel safe and confident in their abilities.

Children begin to understand how to keep themselves safe. For example, older pre-school children are shown how to walk over an obstacle course. Oral hygiene is given high priority, for example tooth cleaning packs are sent home with children.

Children become increasingly independent. Children enjoy discussing what they are doing.Pre-school children show kindness and learn to share with others.

Staff ensure that children have opportunities to talk about their needs and feelings. For example, when toddlers say they feel scared, staff help them to talk about this further. This supports children's emotional well-being and self-esteem.

Children with special educational needs and/or disabilities (SEND) are supported effectively. Staff work closely with other agencies. They consider how additional funding is spent and check that it is making the intended difference for those children and their families.

For example, the manager provides one-to-one support for children with SEND.Parents comment on how their children love attending the setting. They praise the well-established routines.

Parents comment that staff share information with them about their child's progress in a range of ways, including the use of online learning records.

Safeguarding

The arrangements for safeguarding are effective.Staff know and describe the signs that might cause them to be concerned about a child's welfare.

They understand the setting's safeguarding policies and procedures. The manager works closely in partnership with other agencies to support and safeguard children and their families. Checks are made during the recruitment of new staff to ensure they are suitable to work with children.

The manager uses staff's induction and ongoing supervision sessions to ensure that all staff continue to be suitable. The nursery environment is safe and effective risk assessments are in place.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nextend children's thinking during activities to challenge them even further, so that they make the very best possible progress nimprove information sharing when staff move rooms to ensure seamless support for children's learning and development.