Tom Thumb Nursery: The Willows

What is it like to attend this early years setting?

Children behave very well during their time at the setting. Staff teach children the rules and share their expectations. During group time, they talk about the 'golden rules', and children demonstrate their excellent understanding of why the rules are in place. For example, they know that if they run indoors, it could cause an accident. Children play cooperatively together, sharing resources and inviting peers to join their play.

Children demonstrate excellent levels of independence as they get themselves dressed to go outdoors, wash their own hands and carry out small tasks for staff. Children are given responsibilities to help and support their younger peers and staff across the setting. For example, some children help staff to dry off the equipment outdoors, so it is safe to use. Others help younger peers to do the zips up on their coats. Children are proud of themselves for being helpful and demonstrate a sense of pride and belonging at the setting.

Staff provide exciting learning opportunities that spark children's attention and interests. Children listen carefully to instructions and join in with group story time. Staff use props to help children focus and develop their understanding of stories. They deploy themselves well across the room, supporting children's play, interacting and teaching them new skills. This supports children's high levels of engagement during play, allowing them to concentrate on the task in hand.

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

• The management team has implemented a curriculum that is focused on the needs of the children at the setting. For example, team members recognise that many children do not have much access to the outdoors, so they provide a well-resourced outdoor play area where children can develop their gross motor skills and strength.
• Staff provide opportunities for children to extend their mathematical knowledge. They use mathematical language such as 'big', 'long', 'little' and 'full', and children compare lengths and measure with sticks. Furthermore, children are given time to explore and solve problems, developing their thinking skills.
• In the setting, children learn about a range of cultures and events. Staff help them to find out about the world around them, different countries and the similarities and differences between them. Festivals are shared in the setting that are relevant to those attending, such as Baba Marta Day. This helps children to feel valued and respected.
• Key persons know their children very well. They understand children's individual personalities and interests and plan learning opportunities to support their continued development. Children with special educational needs and/or disabilities (SEND) have clear targets, and staff work with children to help them make good progress. The setting welcomes other professionals to support children's learning and development even further.
• Children who speak English as an additional language are provided with opportunities to learn new words throughout every day. Staff provide one-to-one sessions to extend this further. Additionally, Makaton is taught throughout the setting to support children's language and communication even further. Children demonstrate how they use Makaton to communicate and the benefits this has on their well-being and social interactions.
• The setting has put in place a range of methods to share information with parents. For example, the setting's policies are available to read in multiple languages and they use an online app to share updates and news about the setting. However, communication and information sharing is sometimes inconsistent, and effective strategies to engage parents in their children's learning have not been fully implemented.
• The management team ensures that it maintains good relationships with the local schools in order to support children who are transitioning onto their next stage of learning. The team facilitates visits to the setting so that teachers can meet children and be given an in-depth hand-over before children start at their new school, supporting them through the transition process.
• Induction into the setting for new staff is in depth and thorough. Staff are given time to learn the new routines and understand the procedures for the setting. They demonstrate a good knowledge of important procedures, such as safeguarding, and are provided with opportunities to attend training. Furthermore, staff supervision is regular and detailed. The management team provides its own training to support staff and extend on their teaching skills.

What the setting must and should do next

The provider should:

• strengthen communication strategies to help parents engage fully in their children's learning and continued development.