Tiny Blessings Day Nursery

Inspection of Tiny Blessings Day Nursery 1 Hallcroft Avenue, Overseal, Swadlincote, Derbyshire DE12 6JF

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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 are happy at this friendly nursery. Staff develop strong attachments with the children, which helps them to settle quickly and separate from their parents. Staff plan experiences for the children that consider their interests. Babies enjoy passing magnets from one hand to the other. They are fascinated as the magnets stick together and come apart. Staff build on these skills and start to build towers with the babies. This helps to develop their hand-eye coordination. Older children are attentive as they join in group time. They listen and concentrate as they take part in singing number songs. Staff interact well with the children and encourage them to sing about five little frogs. Children sing the songs and know the words well. This helps children to develop their language skills and to learn about decreasing numbers in a fun way.

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The provision is good

Staff focus on children's behaviour and safety. They ensure that children do not run inside and comment about using 'kind hands and feet' to help children play nicely together. Children love playing outside, even in the rain. Staff remind the children about the ground being slippy. They encourage children to be careful as they splash and jump in puddles. Children develop their counting skills as staff encourage them to use magnifying glasses and count the legs of the minibeasts they find.

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need to do better?

n The manager has developed a curriculum that reflects the needs of the children who attend the nursery. Staff focus on developing children's independence skills. This starts from an early age. For example, staff encourage babies and young children to wipe their hands and faces before and after having their lunch. Pre- school children serve their own food at mealtimes and clear their plates away. Staff help children to learn how to open their sandwich boxes and yoghurt pots. n Staff know what children can already do and what they are interested in playing with. They provide opportunities that help children build on skills for future learning. For example, children use their fingers and thumbs to manipulate the play dough. This helps to strengthen their fingers in preparation for opening packets, doing up zips and early writing skills. However, some staff are not always clear about what new skills or knowledge they want children to gain from

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need to do better?

other experiences they deliver to help extend children's learning further. n Overall, staff promote communication and language skills well. Staff working with babies and young children make eye contact and repeat words and phrases to help them extend their vocabulary. Staff hold conversations with pre-school children and introduce new words, such as 'conditioner'. However, some staff do not ask children questions in a way that will extend their speech and thinking skills. This results in children often nodding, shaking their heads or giving a one-

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need to do better?

14 May 2024 word response. n Partnership with parents is effective. Through daily discussions and parent consultations, staff share information about children's care and progress with the parents. Parents speak highly of the staff and the attention they give their children. They enjoy seeing what their children do throughout the day as they receive photos and comments from the staff. n Staff are passionate about understanding and supporting children with special educational needs and/or disabilities (SEND). They work in partnership with parents and any other professionals involved. This joined-up approach helps children with SEND to make the best possible progress. n Children have good opportunities to learn about the similarities and differences in people. For example, they learn about religions and cultures that are different to their own. Staff are positive role models for children and help them to share

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need to do better?

and take turns as they play. n The manager regularly observes and evaluates the staff's teaching practice. She also provides individual meetings with staff where they can discuss any concerns and their developmental opportunities. This helps to ensure that staff's teaching practice is consistently good. Staff attend training to develop new ideas for children and increase their knowledge. Staff recently attended a course on using natural resources and loose parts. Staff say this has positively impacted on how they support children to explore resources and develop their curiosity.

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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 develop staff's knowledge of the curriculum intent, so they are clear about what they want the children to learn from the experiences they deliver, to further extend children's learning n strengthen staff's questioning techniques to support children to build on their thinking and speaking skills.

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Setting details

Unique reference number 2663848 Local authority Derbyshire Inspection number 10333089 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 25 Number of children on roll 77 Name of registered person Tiny Blessings Limited

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reference number

Telephone number 07783570086 Date of previous inspection Not applicable

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Information about this early years setting

Tiny Blessings Day Nursery registered in 2021 and is located in Swadlincote, Derbyshire. The nursery employs 17 members of childcare staff. Of these, 14 staff hold appropriate early years qualifications at level 2 or above. The nursery opens from 7am until 6pm, Monday to Friday, all year round, except for the week between Christmas and New Year and bank holidays. It provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector observed the quality of education during activities, both indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke with the staff, the children and the parents during the inspection. n The inspector held discussions with the manager and reviewed a sample of documentation, including the suitability of staff and first-aid qualifications. n The manager and the inspector carried out two joint observations of an activity together and carried out a learning walk.

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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

14 May 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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