Tiddlywinks Two Ltd

What is it like to attend this early years setting?

Leaders have created a varied and ambitious curriculum. This provides children with secure foundations to underpin their future learning. Staff deliver a curriculum that helps children to become confident, independent and resilient learners. Older children develop confidence and test their own physical abilities as they learn to manage risks safely. For example, they climb trees, have fun on the tree swing and manage turn-taking independently when using the slide. Younger children practise their hand-eye coordination as they take turns to throw the beanbag into the bucket. Babies enjoy singing and exploring sounds outside as an extension to their weekly music group. This helps babies to consolidate sounds, supporting their emerging language skills. Older children engage in back-and-forth conversations with adults. Staff model the correct pronunciation of words and introduce new vocabulary such as 'pupa, when exploring ladybirds. This widens children's language. Staff use sign language to help support children's understanding of words. For example, younger children sign 'home' when talking about their mummies. Children are motivated and curious learners.

Staff are excellent role models and consistently implement high expectations for children's behaviour. As a result, children's behaviour is good. Staff nurture children's care needs and provide calming environments, helping them to feel safe and secure. Younger children have their own 'family adventure books' and develop a real sense of belonging. Babies and children have built close attachments with staff and their peers. Older children say, 'You can be my best friend.'

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

• Staff have an excellent knowledge of how to sequence children's learning that is based on their individual needs and what they need to learn next. Subsequently, the planning of activities, the environment and children's learning are individualised and offer children the challenge they need. For example, older children match counters to the number of spots on a ladybird, and staff extend this for children who they feel are capable by introducing the concept of adding and subtracting. Children make good progress in their learning.
• Staff make effective use of the information they gain from parents and other settings children attend. This enables them to provide continuity in children's learning, helping to close gaps in their development. Staff use robust monitoring procedures, and early identification is a strong focus. This helps staff to implement targeted support plans and strategies, ensuring that children receive the support they need swiftly.
• Children benefit from various opportunities to develop their literacy skills in preparation for school. Older children enjoy story scribing, creating their characters and their own stories. From this, children independently create their own books to share with parents, helping to embed learning. Staff use small-group times to support children's awareness of letters and sounds. However, occasionally, group times for some children are too long. This means, at times, children lose focus and become distracted from their learning.
• Staff promote self-care and independence effectively from an early age. Babies practise wiping their faces and hands, younger children develop their competency when using knives and forks to feed themselves and older children scrape their own plates after lunch. These opportunities help children build a sense of independence and responsibility.
• Children's awareness of the wider world is fostered through developing real-life connections with nature. Weekly forest school sessions help children to build self-esteem and explore nature further. In the wildlife garden, children water their own grown vegetables, plant new seeds and engage in discussions with staff about healthy foods. Outside of the setting, children enjoy bus trips, visiting local care homes, and walks along the canal. Children gain valuable experiences to support their learning.
• Leaders have a good knowledge of how to observe and assess staff's practice and skills. They complete regular supervisions with staff and link these with setting targets and training, enabling them to gain additional skills and children to gain the most learning. For example, recent 'five to thrive' training has helped staff to understand more about the impact of change on children's emotions. Leaders continue to evaluate and develop the quality of provision, particularly outside. They have recently created the 'meadow' a further area where children can explore wildlife.
• Parents speak highly of the setting. They appreciate the regular communication they receive on their children's progress and how they can continue their learning at home. Parents comment on the 'seamless' transitions for children into the on-site school and value the relationships staff build with children and families.

What the setting must and should do next

The provider should:

• review the organisation of group times, ensuring that children are not sitting for too long, helping them to maintain their engagement and focus.