TFTF Tots

What is it like to attend this early years setting?

Staff warmly welcome children and their families as they arrive at the nursery. Children demonstrate a positive attitude to learning as they quickly engage with the activities on offer. Children freely explore the resources and confidently make choices about what they want to do. The staff know children well and carefully consider their developmental stages and individual interests when planning activities. For example, younger children practise their small-muscle skills as they carefully stack objects and fill and empty containers in the sandpit. Older children invite their friends to join them in the role play area as they pretend to be pirates. The harmonious and supportive atmosphere helps all children to thrive and to make good progress in their learning and development.

Although there is no designated outdoor play area, all children have daily opportunities to explore the local community and broaden their experiences. These trips enhance the curriculum and provide opportunities for children to further develop their physical development. Children are excited as they independently get themselves dressed for cold weather. They talk to their friends as they remember the route to the community garden. Staff teach children how to stay safe on outings. For example, staff encourage children to look for moving cars before crossing the road. Children of all ages thoroughly enjoy their time outdoors. As children explore the environment, staff are observant of their needs. They play alongside children to stimulate their curiosity and encourage further learning.

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

• Staff ask parents to provide family photos to display at the nursery. They use these photos to spark conversations with children, as they enjoy talking about things that are familiar to them. This helps children to appreciate and celebrate differences and prepares them to navigate the multicultural and diverse world in which they live. As a result, children develop a sense of belonging.
• Leaders have developed a clear curriculum focusing on children's communication and language skills. Staff regularly read to children. Children of all ages develop a love of books as they enjoy listening to their favourite stories. Staff provide activities that build on children's knowledge and understanding of the stories they read. For example, while exploring the community garden, children are eager to see how the beanstalks have grown, like in the familiar story.
• Independent play activities are well planned. Staff interact with children and are aware of their individual needs and learning. However, staff do not always carefully consider younger children's needs and abilities when planning large-group activities. This means some young children struggle to participate in large-group activities and quickly lose interest.
• Children are learning about caring for others. For example, staff support children to resolve minor conflicts in a positive way, teaching them to respect others' views. However, staff do not consistently encourage children to take responsibility to maintain and value their environment and equipment. For example, during free play, children often leave resources on the floor and move on to play in other areas. Staff do not encourage children to tidy away the discarded toys.
• Children with special educational needs and/or disabilities and those who speak English as an additional language are supported well by the staff team. The staff know the children and their individual needs well. They are proactive in recognising concerns and supporting children and their families. Staff work closely with other professionals to get the early and ongoing support that children need. As a result, children make good progress across all areas of learning.
• Staff feel supported in their roles and work well as a team. Leaders are in tune with the needs of their staff, and their well-being is a priority. Staff participate in training sessions together, focusing on supporting children's knowledge of science and technology. This joined-up work builds a confident and happy staff team.
• Staff develop positive partnerships with parents. Parents speak positively of the staff and the support they receive. All parents know their child's key person and what their child is working towards next. Parents appreciate the community feel, enhanced by organised family events. They value the opportunities to be involved in their children's learning at these events.

What the setting must and should do next

The provider should:

• support staff to consistently help children learn about the importance of taking responsibility for their environment and resources
• strengthen group activities to ensure younger children can engage with and benefit from the learning.