Todwick Early Years Ltd

Inspection of Todwick Early Years Ltd School Grounds, Kiveton Lane, Todwick, Sheffield, South Yorkshire S26 1HJ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

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.

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The provision is good

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.

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The provision is good

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.

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need to do better?

n 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. n 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

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need to do better?

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. n Children make good progress in their communication and language. Staff expand

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need to do better?

15 May 2025 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. n 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

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need to do better?

Language Therapy, ensures children with SEND make good progress from their individual starting points. n 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. n 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

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need to do better?

amazing and friendly, which gives them great confidence in the care their children receive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n increase the range of opportunities for children to develop their independent learning skills to maximise their critical thinking abilities and problem-solving skills n 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

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Setting details

Unique reference number EY292653 Local authority Rotherham Inspection number 10398863 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 26 Number of children on roll 31 Name of registered person Todwick Early Years Ltd

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reference number

Telephone number 01909773494 Date of previous inspection 13 November 2019

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Information about this early years setting

Todwick Early Years Ltd registered in 2004. The nursery employs six members of childcare staff, all of whom hold appropriate early years qualifications at level 2 and above. The nursery opens Monday to Friday from 7.30am to 6pm. These hours are based on parental demand, during term time only. It offers a before- and after- school club for children who attend the local school. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The provider, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector observed the interactions between staff and children. n The inspector and provider completed a joint observation of a planned activity. n The inspector observed the quality of education being provided for all children, both indoors and outdoors. n The inspector discussed how staff support children with SEND. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff. n The inspector spoke with the provider and manager about the leadership and management of the nursery. n The inspector discussed with the provider and manager how staff training is identified. n The inspector spoke with parents during the inspection and took into account their views. n Children spoke to the inspector during the inspection.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

15 May 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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