Tiny Steps Community Nursery

Inspection of Tiny Steps Community Nursery Holy Trinity C E Primary Academy, Havelock Road, Birmingham B20 3LP

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children thoroughly enjoy themselves at this vibrant nursery. Staff are warm and welcoming. Children leave their parents with ease and eagerly enter to join their friends. Children know to hang their coats up and put their water bottles away. As a result, they are learning to care for their belongings and environment.

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The provision is good

Children delight in participating in daily dance routines to help prepare them to focus on learning. Staff join in and are good role models. They explain the benefits of exercise and talk to the children about their beating hearts as they cool down. Staff gently implement the rules and boundaries of the nursery, such as walking feet, small voices, and sharing is caring. Staff cleverly chant the rules out loud, leaving the last word blank for children to answer. This helps to embed children's understanding of the rules. Consequently, children show respect for each other and behave well.

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The provision is good

Staff provide a range of activities that motivate children to learn and play. Children confidently move around the nursery engaging in activities. They show a very positive attitude towards learning. This prepares all children, including those with special educational needs and/or disabilities (SEND), well for their future learning. The manager has a clear understanding of what she wants children to achieve while at nursery. When the time comes for children to move to school, she invites teachers in and shares assessment information. This facilitates a smooth transition to school and ensures ongoing support is in place.

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need to do better?

n The manager is approachable, and staff say they feel well supported in their roles. The manager can identify the main strengths and weaknesses of planned activities. However, she does not recognise the impact of the volume of the staff's voices on teaching. Some staff are quite loud, while others are quiet. This affects how well children can hear. This means some children are distracted and do not fully focus on what is being asked of them. n Children enjoy daily outdoor play. Staff plan interesting activities that focus on the children's interests and next steps. Children excitedly rush to play with the many activities in the garden area. They work in pairs to pedal tandem bicycles and balance on rubber tyres. However, some children struggle to access what they would like to play with. For example, staff arrange sliced lemons and tweezers in a small, deep bucket of water. Some children find it hard to reach

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need to do better?

over the bucket or do not have enough space to join in. As a result, they lose interest and move away. This means they do not participate in this learning experience. n Children are learning how to care for themselves, and they have lots of

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need to do better?

22 January 2024 opportunities to practise their independence. For example, at snack time, they use knives to butter their crackers and crumpets. They also help to wash up the plates and cutlery. Staff praise and encourage perseverance. Children are confident to ask for support when they need it. Children relish the sense of achievement when they complete tricky tasks. Consequently, children are building high self-esteem. n Staff make very good use of songs to embed routines and encourage children to practise speaking. During circle time, children sit nicely and listen. They have the opportunity to speak in front of small groups. Each child has time to speak. This helps to improve children's confidence. They sing about the days of the week, months of the year, and the welcome song. As a result, children are exposed to new words, rhythm, and knowledge. n Staff provide effective support for children's emotional development. New

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need to do better?

children to the nursery approach staff for cuddles and reassurance. Staff respond with warmth and kindness. Children settle quickly and early connections are made. Children demonstrate that they feel safe and secure in their care. n Staff support children with SEND very well. The special educational needs coordinator uses her expertise to implement the early and ongoing support children might need. She has designed calming sensory areas that allow children the space and time they need to learn. Parents say they feel well supported and informed of the progress their children are making. Regular face-to-face parents' meetings help to build effective relationships that support the children's development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support staff to identify when the noise level within the room impacts on children's ability to concentrate n improve the planning and organisation of some activities so that all children can easily participate.

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Setting details

Unique reference number 2652381 Local authority Birmingham Inspection number 10308704 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 34 Number of children on roll 34 Name of registered person Handsworth Day Care Centre Committee

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reference number

Telephone number 01215237578 Date of previous inspection Not applicable

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Information about this early years setting

Tiny Steps Community Nursery registered in 2021. The nursery is located within the Holy Trinity C of E Primary School, in the Handsworth area of Birmingham. The nursery employs six members of childcare staff, of whom three hold appropriate early years qualifications at level 3. The nursery is open 8.30am until 3.15pm, Monday to Friday, term time only. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at pre-school. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

22 January 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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