Tilly's Preschool Limited

What is it like to attend this early years setting?

An effective key-person approach supports children to establish secure relationships with staff. Strong links with parents mean that children have secure and accurate starting points. Children have vast opportunities for physical development in the soft-play area. They confidently climb, slide and slither, and encourage their friends enthusiastically. There is access to an athletics track and a field as well as their own outdoor area. Children play in a water tray filled with toy spiders and a sand tray filled with jewels to ignite their curiosity.

Communication and language is an area that is a strength of the setting. Songs and rhymes are very much a part of the curriculum. Children choose their favourite songs from a song board and sing with actions. Behaviour management is consistent, and children respond well to the setting's golden rules, which are displayed in the room. Most children behave very well throughout the session and know the routines of the nursery. Special care is taken with children who come into the setting with English as an additional language and, as a result, they achieve the best possible outcomes. Staff ask children questions which encourage them to think on their own. Children are excited and motivated to learn. A range of resources ensure that learning is differentiated for the individual needs of the children. Children's interests are at the heart of the curriculum.

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

• Leaders are thoughtful and reflective. They adapt policy and reflect on strengths and areas of development. Their practice is constantly evolving to ensure children are making progress.
• Parents provide positive feedback about the setting, especially the key-person approach. As a result, children have settled into the setting with ease.
• The skilled staff identify any early developmental delays and discuss these with the parents. Provision for children with special educational needs and/or disabilities is sound and all staff are aware of children's next steps. These are well documented, and effective assessments ensure that children make progress.
• Transition periods, such as settling in and starting school, are given high priority by staff and this is valued by parents. Parents also feel supported by the setting when potty training their children and liaising with outside agencies.
• Staff training needs are reflective and centred on the needs of the children in the nursery. Inset days provide valuable time for the staff to come together for professional development.
• The nursery is well organised and a range of documentation is utilised effectively. Visiting cover staff from other Tilly's settings can step in, minimising any disruption to the children, using the same systems.
• Children learn vital life skills, such as putting on their own shoes and cutting their fruit for snack time. Staff discuss the importance of healthy eating with the children, and the setting is working towards an award for teaching children about having a healthy lifestyle. The nursery informs parents about healthy packed lunches and parents support the ethos of the nursery.
• Leaders work closely with other professionals involved in childcare, such as speech and language therapists and the local council. They act as the link between parents, children and outside agencies.
• Children learn mathematical concepts at every opportunity. When children take off their shoes, a discussion begins about the different patterns on the children's socks.
• Themes and topics are used to teach children about the world around them. For example, children use small-world houses and people to talk about where they live and who lives in their house.
• Children are empathetic and show care for each other. During drop-off time, an older child shows care for a younger child who was sad to leave his mum. The younger children are learning to share toys and activities. However, at times, the needs of the younger children are not well managed during group activities, so that older children can concentrate without interruptions.
• Staff feel supported by the leaders and value regular supervision sessions. Staff comment on the approachable nature of the manager.

What the setting must and should do next

The provider should:

• ensure that the learning of the oldest members of the group is not hindered by the youngest children.