Toddle In Group

What is it like to attend this early years setting?

All children, including those who receive funded education, gain the skills they need to move onto the next stage of their learning. For example, they learn about the journey of a letter when it is posted, and send a postcard to their friends when they go on holiday. Staff provide real-life experiences for children who have yet to go on holiday. They set up a tent outside, talk about what it might be like to sleep under the stars and make 'smoors'.

Children generally behave well. They learn to share and take turns with their friends, such as while playing board games. Children develop their physical skills. They use hammers to crack open ice to unveil toy aliens, planets and dinosaurs. Children make necklaces and bracelets by threading rose petals and leaves, and use tweezers to move play dough from one area to another.

Children are well prepared for school. They are encouraged to be independent. For example, babies put their tissues in the bin, while older children go to the toilet, wash their hands and serve themselves at lunchtime. Children listen to stories, such as 'The Colour Monster Goes to School', to help them learn about what they might do at school.

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

• Senior managers have a clear vision of the skills and knowledge that they want children to learn during their time at the setting. They provide a wide range of life experiences to give children the best start to their learning journey. Effective supervision and training supports staff. For example, they are encouraged to enhance their professional development by completing training courses and gaining further qualifications. Leaders and managers monitor the setting well, which helps to identify areas for further development to improve the provision.
• Leaders and managers plan a robust early years curriculum based on children's interests and developmental needs. Staff provide varied and challenging experiences, targeted for each child. The enabling environment invites all children to engage in a range of activities. However, on occasion, the organisation of story time makes it harder for some children to concentrate and listen.
• Partnerships with parents and other professionals are positive. Parents receive daily feedback about their child's care and learning. Staff work with other partners to support families where parents work away from home. Staff support children with special educational needs and/or disabilities well. They complete training courses to help them learn how to support children with more specific needs. Staff provide reassurance and advice to parents, including how they can support their child's home learning.
• Staff provide a language-rich environment to help children learn a wide range of vocabulary across all areas of the curriculum. For example, children learn the names of the herbs and spices added to the play dough that they have made. Staff encourage children to learn mathematical concepts during the daily routine. For instance, they work out how many bananas they need for their friends, and do simple addition by counting the spots on the dice.
• Staff use books to support children's learning. For example, children find out about other countries around the world. They taste a range of food, learn new words in other languages, and look at traditional clothing. Staff support children who speak English as an additional language. They gain key words from parents to help them understand what children want or need, particularly during the early days at nursery.
• Settling-in procedures are effective. Staff support young children to settle well and work closely with their parents. For example, they invite children to bring a familiar item from home when coming into nursery. Staff develop close bonds with their key children and know them and their families well. This enables staff to provide high levels of support to target children's individual needs. Children develop a positive attitude to learning. They are keen to explore the exciting activities provided and are well supported by staff.

What the setting must and should do next

The provider should:

• consider the noise level in the environment when reading books to children to ensure that they can hear the words used and respond to the questions asked.