Teeny Queeny Day Nursery

Inclusion: Expected standard

Staff attend regular training that provides them with sufficient knowledge to confidently evaluate children's learning and development. They make accurate observations and identify any gaps in children's learning. Managers review staff's observations and their tracking of children's progress. This helps to ensure that the curriculum and teaching are tailored to meet children's specific individual needs.

Children who face barriers to their learning are identified quickly. Staff put effective plans in place to support them. Senior staff develop robust plans to ensure that children have full access to their learning. They work comprehensively with parents to ensure that children make the progress they are capable of.

Although there were no children on roll with special educational needs and/or disabilities (SEND) at the time of inspection, managers explained in great detail their previous support for children. They explained how they have previously worked with external agencies and professionals to develop support plans for children's learning. They reflected on the significant progress children with SEND made and how well this prepared them for their move on to school.

Curriculum and teaching: Expected standard

Staff support children's communication and language well. Throughout the nursery, staff sing songs and help to expand children's vocabulary. Staff support children's literacy skills well. In each room, there is a focus book that staff use as a motivation for exciting activities. For example, children listen to a story about the ocean and then play in a water trough where they catch plastic fish and study shells. This helps to bring learning to life for children.

Children develop confidence in mathematics as staff teach them concepts that they understand. They compare size using words such as 'taller', 'middle height', 'small' and 'smaller' when sorting dinosaurs and figures. In other activities, staff encourage children to match patterns and count in rhymes and songs.

There are extra activities and opportunities for children to expand on their understanding of the world. For example, children watch ducklings hatch from eggs with fascination and wonder. They take part in yoga sessions that help them to learn about their bodies and what they can do.

Young children like to explore toys and equipment with their mouths. Although staff are aware of this important stage of development, they have yet to find ways for children to follow this strong impulse and learn in a way that meets their individual needs.

Staff supervise children well, including during nappy changing. They sing with children as they meet their personal needs and are kind and respectful. They appreciate that every activity has potential for children's learning. However, occasionally, staff interactions are not individualised to meet children's specific individual needs.

Achievement: Expected standard

Children progress well from their starting points, and gaps in their learning close quickly. Children develop into confident communicators, who can express themselves well. For example, babies know that naming colours and shapes receives praise from staff. They proudly point out colours in the environment, showing their good understanding. Older children engage in conversation. They ask questions and are inquisitive and interested in responses.

Children develop the skills they need to share, take turns and get along well with others. All children become curious and motivated learners. This, combined with their academic achievements, impressive social interactions and confidence, ensures that they are prepared well for moving on to school.

Behaviour, attitudes and establishing routines: Strong standard

Staff provide a wealth of opportunities for children to learn about how to get along with others, and they do so extremely well. The environment is warm and nurturing. Children play together well, sharing resources and encouraging each other to take part. Staff understand how to manage their expectations relevant to children's age and stage of development. By the time children get to the pre-school room, they are confident about the rules and expect others to follow them too.

Staff work effectively with families to encourage children's attendance, which they monitor methodically. Staff know children and their families so well that they are fully aware of reasons for any absence. Staff share close and professional relationships with families. This means they are alert to children's experiences and lives outside of the nursery, and know what support children need.

The nursery is a hive of activity, and children in all rooms show high levels of interest as they play harmoniously. Children's meaningful engagement throughout the day contributes towards their behaviour. Staff give children clear guidance and support so they know what is expected of them. Staff encourage children to learn about feelings and emotions. For example, they show young children photos of children displaying different emotions to help them to understand their own feelings.

Children's welfare and wellbeing: Strong standard

Children thrive in the warm and welcoming environment. They form close attachments with their key persons and equally develop close relationships with all staff. They arrive each day with confidence and are sometimes so engaged in their learning they are reluctant to want to go home.

Staff pay close attention to encouraging children's sense of belonging. Their security and sense of community is evident when children arrive in the morning. Their fellow room mates call them by name and excitedly welcome them.

Authentic and well-planned activities help children to learn about each other and the things they have in common. Carefully chosen resources expose children to a wide range of different cultures, ethnicities and types of families. As a result, all feel welcome and included in the homely nursery.

Children follow a consistent and familiar routine for eating and sleeping. Staff encourage children to be physically active, aware of their bodies. There are multiple ways for children to test out their physical skills in safe and manageable ways.

Staff's alertness to identifying children with special educational needs and/or disabilities helps to ensure that all children receive the care they need to succeed.

Leadership and governance: Strong standard

Staff develop highly professional and productive relationships with families. They share a wealth of information with parents to help them to find out about their children's learning and support their progress at home. Parents say how welcomed and included they feel in children's learning. They report that the nursery feels like a second home for children because of how comfortable and relaxed they feel.

The staff team members are long-standing, well qualified and committed to their work. They describe the staff team as like a family and feel valued and supported by the provider and management. This is particularly beneficial for staff who are less experienced and undertaking training. Staff are encouraged to enhance their professional development to advance their knowledge and skills. Consequently, staff are knowledgeable and confident in delivering the curriculum to children. Their secure awareness of children's development enables them to successfully monitor children's progress.

Managers are highly reflective and review the curriculum, staff's practice and children's achievements regularly. They make changes when needed and welcome feedback and support. For example, the provider and managers work collaboratively with the local authority. This includes reviewing measures to help safeguard children and considering ways to develop the provision for children.