Tiny Treasures Day Care And Education

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement There are areas of the nursery which require improvement. Not all children are provided with appropriate equipment for sleeping that is in line with government safety guidance. In a large area of the garden, the ground surface is too uneven for children to walk without trips and falls.

This impacts children's continued ability to play and learn in this area. This is because leaders have failed to provide the nursery with the necessary equipment to ensure children's ongoing health and safety. That said, children arrive happily at the nursery and receive a warm welcome from staff who are kind and caring towards them.

This h...elps children to feel safe and secure. Children enjoy their time in the nursery. Babies express their wants and needs to staff who are attentive towards them.

Older children are provided with opportunities to lead their play and learning. For example, they begin to build train tracks together and decide their direction. Staff help children who are in need of additional support to know and understand how the train track pieces fit together.

Children behave well. This is because staff use a consistently calm approach. Children use good manners and are helped to be kind to each other.

They learn how to take turns, with the support from staff. Children gain most of the skills and knowledge they need to move on to the next stages of learning.

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

The arrangements for sleeping toddlers are not appropriate, as children are required to share equipment and bedding.

This is because the leaders have failed to ensure that the nursery is sufficiently resourced, compromising the ongoing good health of these children.Staff have appropriately identified that the ground surface in an area of the garden poses trip hazards to the children. However, leaders have not ensured that the surface in this area is well maintained.

This results in play and learning that is interrupted for children due to frequent trips and falls.Managers and staff have clear intentions for what they want children to learn and achieve in all areas of the nursery. Staff use the information they gain from parents when children first start to plan for what children are interested in.

However, they do not yet focus sharply enough to use their knowledge of what children know and can do to plan for their next learning so that they make more rapid progress.Staff promote independence for all children well. For example, babies learn to use cutlery to feed themselves.

Older children receive support from staff to help them to develop their use of knives and forks. Children also learn to manage their personal care needs, including how to wash their hands correctly to remove germs.Children make independent choices about the resources they play with.

Older children have fun, dressing up as their favourite movie characters and using their imaginations. Toddlers have fun as they play with play dough. For example, they select from various dough cutters and happily explain and demonstrate how butterflies fly in the sky.

Others use the dough to make pictures of their faces. They manipulate the dough to make eyes, nose and other facial features that they discuss with staff. This also helps young children to use their speaking skills as they talk about what they know.

Communication and language are promoted well with all children. Staff use lots of conversation to include new words and provide children with opportunities to share their ideas. Staff use a range of stories, pictures and songs to support this learning.

For instance, babies express their enjoyment with lots of smiles as they follow the actions during song time. They say 'again, again' and staff will repeat the songs with them. Some children stand with excitement to follow the actions.

They are keen to point to their body parts, in line with the song.Managers ensure that staff receive the training and support they need to fulfil their roles and responsibilities. This includes the induction process and the support for staff who are new to the setting.

Staff report that managers and senior staff are approachable and are available to talk to when needed.Parents report that they are happy with the nursery. They say that their children are excited to attend and are making good progress.

Parents value the information they receive on collection and in the online systems that the setting uses.

Safeguarding

The arrangements for safeguarding are effective.All staff and managers understand their responsibilities to protect the welfare of children.

They know signs which indicate that a child may be at risk of harm. They know the local procedures to follow if they have concerns about the welfare of a child, including if an allegation is made against a member of staff. Recruitment procedures are robust.

This includes the background checks that must be carried out to check the suitability of staff who work in the nursery. Routine checks are made in all areas of the nursery. Staff and managers identify risks, particularly to an area of the garden which is highlighted to leaders.

However, leaders have failed to ensure the ground covering is safe for children to access in order for them to continue to play and learn.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date make sure children are provided with the appropriate equipment for sleep that is in line with the latest government safety guidance 03/10/2023 make sure the ground covering in the garden is safe for children to access to enable them to continue to play and learn.03/10/2023 To further improve the quality of the early years provision, the provider should: strengthen the plans for activities and experiences to ensure they focus sharply enough on what children need to learn next so that they make more rapid progress.