Todwick Early Years Ltd

What is it like to attend this early years setting?

In this close-knit nursery, children show positive attitudes to learning. They thrive in a safe and nurturing environment that encourages children to challenge themselves and take appropriate risks. Younger children also learn by observing the positive behaviours of older peers. This helps them understand rules and responsibilities, preparing them well for their transition to school.

Children are well supported to reach their potential as they explore and understand their world. They confidently connect their learning experiences and clearly show pride in what they achieve. This confidence extends outdoors, where they learn to assess and manage risks. They confidently show their physical skills by safely jumping from climbing equipment and shouting, 'Look what I can do!'. In the mud kitchen, children develop fine motor skills by making 'coffee', carefully using a small spoon to pour mud into a teapot.

Staff capture children's curiosity and encourage exploration with various stimulating activities. For example, children look at toys from the past and compare them with familiar toys from home. These experiences support positive social and emotional development, as children share their excitement and cuddle each other in anticipation while playing with a jack-in-the-box.

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

• Leaders provide a broad curriculum covering all learning areas, thoughtfully designed to build on children's existing knowledge and experiences. It is adapted to challenge the most-able children while providing targeted support to those needing extra help. Staff demonstrate a good understanding of child development, using ongoing observation and in the moment planning to create richer learning opportunities. However, although leaders state the curriculum is about independence this is not securely embedded throughout the setting, for example restrictions at mealtimes mean that the most-able children are not given opportunities to further develop independent learning skills. Consequently, children do not fully develop critical thinking and problem-solving skills.
• Strong bonds form with children from the start, supported by a highly effective key-person system. Staff get to know all children thoroughly, which helps their emotional and social well-being. During the important settling-in period, staff learn about children's interests. They strategically use favourite books and toys to encourage children to join in and engage with the learning environment. This caring approach also applies to moments when children are upset. Staff offer sensitive reassurance and speak very kindly to help children understand and manage their emotions.
• Children make good progress in their communication and language. Staff expand children's vocabulary by introducing new words. They skilfully support learning and encourage shared thinking, leading to children keenly expressing their views. For example, children learn the meaning of words, like 'author'. They also show they understand by copying words, like 'illustrator', and confidently remembering their role, saying, 'they draw pictures in the book'. Older children benefit from focused phonics sessions, building their language skills. Younger children develop an early love for language through songs, rhymes and musical instruments.
• Staff have clear procedures for identifying and supporting children with special educational needs and/or disabilities (SEND). Thorough observations and assessments help staff quickly identify children who might be at risk of falling behind. They introduce targeted learning plans, which leaders monitor closely. Good teamwork with health professionals and agencies, like Speech and Language Therapy, ensures children with SEND make good progress from their individual starting points.
• Leaders are committed to improving the nursery; their strengthened self-evaluation drives continuous progress. Staff share this commitment, building on their skills through regular training and supervision, with leaders providing coaching and mentoring. However, during adult-led activities such as painting, children show creativity and recall previous learning. Staff sometimes miss ways to extend children's spontaneous ideas. For instance, when children recognise they have formed letters using paints and marbles.
• Staff build strong partnerships with parents to ensure children receive consistent support. They give regular feedback, helping parents understand their child's learning and how to extend it at home. Leaders ask for parents' views to evaluate and improve their practice. Parents consistently say the staff are amazing and friendly, which gives them great confidence in the care their children receive.

What the setting must and should do next

The provider should:

• increase the range of opportunities for children to develop their independent learning skills to maximise their critical thinking abilities and problem-solving skills
• ensure all staff are consistently clear on what children are intended to learn when supporting them during each activity, to help children make the best possible progress.