Tysoe Children's Group Limited

What is it like to attend this early years setting?

Children are happy and content. They develop strong attachments to the staff and settle quickly. All children have a key person, who gets to know them as an individual. Children are confident to engage and eager to learn. Staff are kind and caring. They dedicate themselves to their roles and put children at the heart of what they do. Staff invest quality time, nurturing and building their relationships with the children and their families.

Staff consider how to motivate children in their learning. They provide resources that stimulate and engage children. Staff prioritise areas of focus for the children. Children in the 'Sparks' room are focusing on developing their communication and language skills. Staff draw on their knowledge of the children and provide activities that interest them.

Staff plan children's learning well. They build on what children can already do and introduce them to new learning opportunities. Staff have high expectations of all children. Children behave well, and staff follow the policies that are in place. Staff model good manners and reinforce these during daily routines. Staff provide a learning environment that is safe, clean and matches the needs of the children.

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

• Children can make choices in their learning and select the resources they need independently. Quality book areas are available to promote early reading. Children select books and spend time looking at them in detail. Children seek out opportunities to share books with others. Staff deploy themselves well so that they are available to share stories with children. Children listen attentively to the stories and respond to questions that relate to the books.
• All children make progress and take part in activities with enthusiasm and excitement. Staff support children to develop the skills they need in preparation for their next stage of education. They have opportunities to develop across all areas. Staff provide a variety of activities that support early reading, writing and the development of mathematical concepts. However, some of the most able children are not always given enough challenge to extend their learning. Therefore, they are not always fulfilling their full learning potential.
• Children demonstrate their confidence in the learning environment. At different points throughout the year, children can access a forest school. At forest school, staff support children to explore the woodland, develop their senses and play imaginatively. Children show their confidence and resilience when they try something new. They explore their own capabilities and 'have a go'. Staff speak sensitively to children and help them to become aware of their own safety. If children do have any accidents, staff have an effective policy in place that leads their practice.
• Staff are responsive to the needs of the children. They notice when they are finding things difficult. They provide the right amount of support to enable them to be successful. For example, at lunchtime, if they observe a child struggling to cut up their food, they watch, wait and provide the necessary support until children succeed in their task.
• Staff provide children with healthy foods. At snack and mealtimes, staff create meaningful interactions with children. They get down to their level and give them their attention. Children behave well and wait patiently for their food. However, staff do not fully involve children in these routines. Therefore, they are not always given the opportunity to show what they can do for themselves.
• Partnerships with parents and other professionals are strong. Staff communicate regularly with parents. They share information about their child's experiences at the setting. Staff share and gather information from other settings that children attend. They use this to inform their assessments. Staff seek specialist support to plan for children with special educational needs and/or disabilities.
• Leadership is strong. The manager reflects with the trustees, staff and parents to identify priorities and plan for improvements. They consider the impact of the COVID-19 pandemic and reflect on what changes are going to improve things most for the children. Staff well-being and professional development are a priority. Leaders show commitment to their team and invest in tools to support them.

What the setting must and should do next

The provider should:

• help staff to plan activities that will challenge and extend the most able children even more
• support younger children to be more actively involved in daily routines, to promote their independence even further.