Tots @ Franche

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive at nursery happy and separate from their parents with ease.

The environment encourages children to explore and become engaged with activities quickly. Children demonstrate their confidence and independence, leading their own play and making decisions about what they want to do. For example, children enjoy role play in the home corner.

They serve dried pasta and crackers onto a plate, then hand them out to their peers for pretend dinner. Staff encourage children to take turns serving the food. Children say 'please' and 'thank you' to each other.

On the odd occasion they forget, staff politely re...mind them to do so. Children's behaviour is good. Staff have high expectations for all children, who make good progress in their learning and development.

Children engage in a wide range of additional activities within the school site. They attend the on-site forest school every week and participate in mud painting, wildlife exploring and popcorn making. Staff also take children to the school library and into the large hall to play games.

These activities allow children to become confident and familiar with the wider environment. This creates for a smooth transition from one room to the next and finally into school.

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

Children enjoy song time.

Once they hear staff singing the welcome song, they engage and are eager to join in. Each child is allowed to choose a song from the sack. They join in with the song's actions and words.

Children are happy and smile as staff praise them throughout the activity. This helps to develop their communication and language skills as they learn new vocabulary, and it supports their social skills as they wait their turn and take turns with their friends.Leaders and managers are passionate and ambitious.

They reflect on their practice continuously, using questionnaires from staff and parents. There is an open-door policy, where staff are able to discuss any concerns or children's progress. Staff report that they feel valued and supported by the leadership team.

Managers provide supervision sessions to ensure that staff have good support. Continuous training is always available.Children and young babies form strong attachments to staff.

The nursery has a detailed settling-in process. This allows staff time to build strong relationships with parents and get to know children well. They collect information about each child before they start, including their current interests, routines and abilities.

This supports staff to adopt a consistent approach and helps children to settle quickly in their care.Staff plan a wide range of activities based on children's interests and what they need to learn next. However, when children move between activities and routines such as lunchtime, these are not as smooth as they could be.

Children are left waiting and have reduced learning and time for play. They become restless as they wait, which impacts on their learning.Parents are extremely happy with the care their children receive.

They comment on how well their children settle and how staff support them in their role as parents. They report that they can see the progress their children have made. Parents like the detailed verbal feedback and how staff are always respectful towards them.

Physical development is promoted throughout the setting. Young children have opportunities to build on their coordination, strength and fine motor skills. Children access age-appropriate climbing equipment both inside and outside, and staff ensure that all children have access to these throughout the day.

Children with special educational needs and/or disabilities are supported very well. The special educational needs coordinator works closely with parents and other professionals. She holds regular group sessions where parents can listen to professionals from outside agencies.

Here, they can discuss concerns and further their knowledge on the monthly topic. For example, recent sign language training has helped them to support their children who are less verbal. Parents value these opportunities and feel that it helps them to continue to support their child's development at home.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good knowledge and understanding of their responsibilities to keep children safe. They regularly attend training to keep their knowledge and understanding up to date.

Staff are confident in recognising signs and symptoms that may indicate a child is at risk of harm. They are aware of the procedure they should follow should they have a concern. Staff are also aware of the procedure should they have a concern about another member of staff.

The provider notified Ofsted of a recent incident involving incorrect medication being given to a child. The provider took swift and decisive action to help prevent a reoccurrence. The manager carries out robust recruitment procedures to ensure that all staff working with children are suitable, and staff are deployed effectively.

Staff carry out daily risk assessments. This helps to keep children safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove the organisation of some elements of the daily routine to avoid excessive waiting times and increase learning and play time for children.

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