Mini Treasures Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are settled and the atmosphere is calm. Children busy themselves with a range of activities that are suited to their age and ability. Staff and managers plan the curriculum to meet the needs of the children.

Staff warmly address children and take time to get to know each child. Children are confident to speak and show curiosity in what is happening around them. For example, they look at trees being felled outside in the nearby park.

Staff speak to children about what is happening and how the man in the tree stays safe. This helps to maintain children's interest and extend their learning.Staff keep children saf...e by making them aware of the space around them and their friends.

They remind children to be courteous and respectful of each other. Staff model expected behaviour by showing kindness and being polite. Staff help children's independence by demonstrating how to self-serve with serving spoons.

Children copy and use two spoons to increase their dexterity. They are congratulated for doing well. Children are encouraged to take turns, show patience, and leave enough for friends.

Staff talk confidently about their key children and their next steps in development. However, this message is not always clearly delivered to parents. This means that parents may sometimes miss opportunities to help with their child's learning at home.

Children engage with activities that are based on a wide topic, which changes each term. Staff design activities within this to suit the interests of all children, including those with special educational needs and/or disabilities (SEND).

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

Children listen and respond well.

For example, older children join staff in talking about the police and show what they know. They offer ideas and discuss what transport police may use. Staff prompt children and ask them to remember and build on existing knowledge.

Children suggest different vehicles and confer with friends when given clues to come up with an answer.Children enjoy using a range of play equipment outside. Older children practise using their perspective and spatial awareness.

They experiment going forwards and backwards while pedalling trikes, and their friends watch and cheer them on. Children practise balancing on wooden discs of different heights. They use their coordination and gross motor skills to successfully step from one to another.

Staff watch and allow children to manage their own risks to develop confidence.Children enjoy a healthy, balanced menu. They know to wash their hands before eating and to sit down.

They tuck into food and eat well. All staff are informed about allergies and dietary requirements and preferences. Children use forks to help themselves to fruit and talk about how 'yummy' it tastes.

Staff use the opportunity to comment on the 'crunch, crunch' of the breadstick, and introduce new language. They encourage the children to listen to the sound it makes.Staff use broad topics, such as spring, as a starting point for planning.

Each room enjoys different activities that are based on children's interests and abilities. Staff make links with their learning to help with children's enjoyment and engagement. For example, young children enjoy a trip to the park.

They see ducks. Staff encourage them to say the word, and then link it with the sound it makes. Children enjoy using their fine motor skills to make ducks with yellow tissue paper to display on the wall.

The nursery works well with outside agencies to ensure positive outcomes for children. For example, managers and staff work together with local services to set targets and implement strategies for children with SEND. Staff liaise with local schools to ensure consistency in children's care.

Parents report being pleased with the nursery. Parents comment on how happy and settled their children are. They enjoy regular photographic updates on the parenting app and can see what activities their child has been experiencing throughout the day.

However, parents are not clear with regards to their child's stage of development and how to progress to the next step. This means that opportunities for learning and development could potentially be missed.Staff monitor children effectively and keep them safe.

However, at times, there are inconsistencies in the deployment of staff. This means that although staff are present at nursery, some staff may temporarily be left with higher numbers of children.Toddlers practise their early writing skills by drawing on the floor with chalk outside.

Staff notice and ask children what they are doing. They join alongside children and help them to draw their shadows. Children maintain their interest, concentrate on the task, and are motivated to keep trying, while being supported by staff.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop communication with parents to ensure that they receive up-to-date information about their child's development and how to support it at home nensure that the deployment of staff consistently meets the safety and well-being requirements of all children.

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