Monkey Puzzle Day Nursery Timperley

Inclusion: Strong standard

Leaders and staff are passionate about supporting children with special educational needs and/or disabilities (SEND). They have created an inclusive culture where all children develop a strong sense of belonging. Staff are attuned to children's individual needs, which enables them to quickly identify and adapt effective support. Leaders and staff work closely together to plan an ambitious curriculum for children with SEND. Staff provide clear next steps for children's learning. They provide targeted one-to-one time and activities that are tailored to meet children's individual interests and learning needs. Staff use their expertise to plan small steps to support children's progress so that all children thrive.

Leaders and staff consistently make a difference to the children attending by removing barriers to learning. For children who speak English as an additional language, this includes using cue cards, key words in their home language and a translation feature to communicate with parents. Leaders and staff skilfully adapt support to meet children's individual needs, such as specific medical needs. They collaborate effectively with parents to ensure that they remove all barriers so that children can meaningfully participate, resulting in them feeling valued. Leaders have robust systems to enable staff to have access to specific training to enable them to meet the needs of all children and work with external agencies when needed.

Curriculum and teaching: Expected standard

The curriculum is designed well overall, so children are supported to develop across all areas of learning. Staff understand children's starting points and plan next steps to support their development. Staff assess children's ongoing progress and tailor their curriculum to meet the needs of all children, both individuals and groups. Staff prepare activities and experiences that interest children and generally support their learning priorities, such as helping children to understand their emotions. Children have opportunities to explore and make connections between language and actions, such as pouring and filling containers or rolling a ball down the ramp. Staff teach mathematics through planned activities where mathematical concepts are introduced to build on children's knowledge.

Generally, leaders have a clear understanding of the quality of the curriculum and teaching. They observe and monitor staff practice and provide ongoing support to help staff improve where needed. For example, leaders recently identified children's language development as a priority and provided training. This has enabled staff to provide lots of opportunities to engage children in conversations, model language and use effective questioning. However, leaders could further enhance the curriculum in the outdoor environment. At times, children outside were disengaged due to fewer interactions between staff and children.

Achievement: Expected standard

Children typically achieve well from their starting points. Leaders focus on developing language skills, and building strong relationships ensures that all children have secure foundational knowledge. For instance, children are confident to express their ideas and thoughts and play well together.

Children begin to understand about different cultures from connections in the local community, for example visiting a local Chinese bakery to learn about traditional food made to celebrate Chinese New Year. Children are well prepared to transition between rooms and on to primary school. They can persevere when facing new tasks and challenges and have a 'can-do' approach to learning.

Children with special educational needs and/or disabilities and children who speak English as an additional language make progress towards their individual learning milestones. For example, they learn to play with others and begin to build their language skills to express wants and needs.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have high expectations of children's behaviour. They provide training to support staff to develop their skills to promote positive behaviour. This has had a positive impact on the respectful culture in the setting. Staff provide children with clear guidelines. Their interactions with children are consistent and focus on redirection, explaining their expectations in age-appropriate ways. Children have a voice and staff listen to them to understand their needs and views. Children play well with each other and work collaboratively in small groups.

Staff build positive relationships with children, and the key-person system is highly effective. Staff know all children well and show care and affection for children in their care. Staff have developed routines that are consistent across the setting, which support children's growing independence. They work closely with parents, who understand the importance of their children attending and generally arrive on time. Staff skilfully adapt the routines to accommodate children's needs throughout the day. This includes having longer access to outdoors or having snack in two sittings. Staff help children to be resilient and persist in challenges through their play. Children have a 'can-do' attitude to learning and enjoy trying new activities, particularly those that challenge them.

Children's welfare and wellbeing: Strong standard

Leaders consistently support and prioritise children's welfare and wellbeing. Leaders and staff give support to children with medical needs to ensure that they can take part safely in the setting. They support children to be independent through care routines such as toileting, wiping noses and handwashing. Staff consistently encourage effective hygiene practices throughout the setting. For example, staff help infants to wash hands while pre-school children confidently do this for themselves.

The key-person system is a strength of the setting. Staff know the children well and take time to help children understand their emotions. They talk with children and use children's favourite books as a reference point. Children make connections to how they are feeling and how to manage their emotions. This has been particularly beneficial for older children, who are able to express themselves in positive ways.

Leaders and staff support children's understanding of being healthy through serving home-cooked food and planting and growing vegetables. Children enjoy their food at mealtimes. Staff support children's manners and create a calm social time to come together. Leaders and staff have overcome barriers to ensure that children with significant allergies can take part at these times.

Leadership and governance: Strong standard

Leaders have been on a journey to create a culture of inclusiveness. They have built strong positive relationships where their team feels empowered to lead. There is a culture of continuous improvement in the setting. Leaders are proactive in identifying their strengths and areas for improvement. They create clear action plans to support the direction of the setting in continuing to provide high quality care and education. Leaders set high expectations of their team and take time to identify strengths and areas of growth for staff. They create clear development plans and provide regular coaching and mentoring. For example, leaders identify specific training for staff and use supervision and informal check-ins to support ongoing development.

Leaders work in partnership with parents and carers. They provide support and share their expertise with parents to ensure children get the best start in life. Parents speak highly of the setting and praise the level of communication and support, particularly during transitions. Leaders consistently reflect on the needs of the children and the community, making changes to ensure that there are no barriers to children's learning.

Leaders have a vision to network with other local early years providers to share resources and good practice to further benefit all children within the local community. The planning of a sports day is underway for local early years settings to join together.