Tons of Fun Childcare

Inclusion: Expected standard

Leaders and staff work closely together with parents and carers to identify where children require additional support to close barriers for children's learning. Training completed by staff helps them to assess where children need additional support so that targeted plans are implemented. Staff regularly engage with other agencies and professionals to identify any gaps in children's learning to ensure extra help and support are provided. Leaders and staff work closely together to assess children's starting points in development. They use these as a basis to inform their planning for the curriculum. Staff use ongoing assessment well to support children's progress. Overall, they adapt the curriculum so that children continue to achieve.

Leaders ensure that they use any additional funding for children well so that it has the most impact on children's learning. They recognise that some children may not have the same opportunities as others to benefit from outdoor play. Therefore, they have focused on improvements to the outdoor learning environment. For example, there is improved surfacing and additional space for children to use, which enables children to access outdoor play provision more frequently. This supports children's enjoyment of the outdoors and supports their physical wellbeing.

Curriculum and teaching: Expected standard

Leaders develop a curriculum that places each child's individual learning journey at the centre and supports children to make continued progress. Staff use assessment well to track children's progress and to identify suitable targets to support children's further development. Staff provide a wide range of activities that promote children's learning and development with a clear focus on children's physical, personal, social and emotional development. Overall, they adapt activities effectively to help children make further progress. However, some large-group activities in the toddler room do not fully support all children to remain engaged. Some children, including those with special educational needs and/or disabilities, lose focus during the large-group session before lunch. This means children sometimes miss opportunities to interact with others and develop their language and communication skills.

Children develop a strong love of songs and stories. Babies enjoy close interactions with staff as they share picture books. Staff reinforce key words to support babies' emerging vocabulary. They name animals, and babies copy the sounds they make. Babies confidently explore their environment. However, the activity provision provided for them does not consistently support them to develop their curiosity and creativity. Outdoors, older children listen attentively as staff read stories with enthusiasm. Staff use animated voices to capture children's interest and prompt laughter. Children anticipate what will happen next, recall familiar parts of stories and confidently join in with rhymes. Children develop their mathematical knowledge from a young age. Young children learn to count as they join in familiar rhymes, and older children develop more complex problem-solving skills as they use blocks to make a large circle.

Leaders have reviewed the pre-school room's learning environment effectively. They identified that the large open-plan space limited children's engagement in individual activities. As a result, leaders divided the space to create separate areas for older and younger children. This has had a positive impact on children's learning, as children now focus more consistently on activities. This supports them to gain the knowledge and skills they need in preparation for the next stage of their learning.

Achievement: Expected standard

Over time, all children make secure progress in their learning and development from their starting points. Younger children form close bonds and attachments with staff, which supports their emotional wellbeing. Older children form social relationships with their peers and have interesting discussions with staff. They talk about their own experiences, for example what their Christmas trees look like, and express their feelings and emotions. Children are progressing well in their language and communication skills and are confident speakers.

Children are well prepared for transitions to the next stage of their learning and development. They develop confidence in their personal care and independence skills. Babies learn to wipe their own noses and dispose of tissues in the bin. Older children self-serve their own meals and pour their own drinks. Children sing songs regularly throughout the day and use them to understand routines, such as during tidy-up times.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff set clear expectations for children's behaviour. Staff manage children's behaviour consistently and effectively, showing patience and sensitivity. Children understand what is expected of them because staff explain routines clearly. For example, children stop and listen when staff clap a rhythm and follow instructions carefully.

Staff act as positive role models and support children to develop positive attitudes to their learning. They take time to listen to children and interact enthusiastically during play. This helps children to build positive relationships with staff and their peers.

Children learn to share, take turns and show kindness to others. For example, during group-singing activities, older children gently touch their peers on the head, showing care and awareness of others. Leaders and staff work closely with parents and carers to promote the importance of regular attendance. This helps children to benefit from consistent learning experiences and develop positive attitudes towards education over time.

Children's welfare and wellbeing: Expected standard

Leaders and staff support children's health and wellbeing through well-established daily routines. Children learn how to keep themselves and others safe, which helps to create a secure environment for all. Staff remind children to use 'walking feet' indoors to reduce the risk of accidents. Staff supervise children closely and use risk assessments effectively to ensure that the indoor and outdoor areas are safe and secure. Staff have effective systems in place to meet children's individual dietary needs. Children receive healthy, nutritious and freshly prepared meals and snacks. Staff talk to children about healthy foods, helping them to develop an early understanding of nutrition.

Staff place a strong emphasis on children's emotional security. During nappy changes, they respect children's privacy and support them sensitively by talking calmly or singing songs to help children feel relaxed and comfortable. Staff support children to understand and manage their feelings and emotions. Staff working with toddlers confidently apply training they have completed, which helps young children to communicate their feelings and develop skills to regulate their feelings. All children establish positive relationships with staff, who are kind and caring.

Babies develop confidence in their physical abilities as they learn to walk, and to kick and roll balls. Older children show increasing physical skills as they move confidently around the environment, climb and balance. They demonstrate perseverance as they practise new skills and improve their coordination. Leaders recognise the importance of regular outdoor play, particularly for children who face barriers to learning. They have reviewed the organisation of outdoor provision to increase opportunities for all children to support their physical wellbeing.

Leadership and governance: Expected standard

Since the last inspection, leaders have worked effectively to review practice and secure improvements that have had a positive impact on outcomes for children. Leaders welcome regular support from early years advisers, which has strengthened self-evaluation and helped embed required changes. Leaders have introduced improved systems for staff supervision sessions and mentoring. These systems support staff to reflect on and develop their practice. As a result, children benefit from a more effective curriculum and a well-managed environment that supports their safety and development. Staff speak positively about working at the nursery and say they feel valued and well supported by leaders.

Leaders demonstrate a secure understanding of the nursery's strengths and identify appropriate areas for further improvement. They recognise the importance of embedding recent changes and continuing to develop staff's knowledge and skills to support more engaging interactions. Leaders also identify the need to strengthen support for children with communication and language delays. They plan to do this by making more effective use of visual aids to support children's understanding and communication.

Partnerships with parents and carers are a key strength of the nursery. Parents speak very positively about the nursery and comment on the good progress children make. They describe staff as 'fantastic' and value the guidance provided to help them support learning at home. This promotes consistency in children's care and learning.