Tic-Toc Day Nursery

Inclusion: Expected standard

Leaders continue to develop how their adaptations to support children with special educational needs and/or disabilities (SEND) make a sustained difference to children across the nursery. They aim to further develop opportunities for staff to share best practice, to help embed strategies that promote the engagement of all children in learning across the nursery. Those with responsibility for identifying and arranging support with children with SEND have a strong understanding of children's needs. Leaders ensure that they have a wealth of professional development opportunities that help their knowledge and skills to continue to develop over time. As a result, staff take swift and effective action to identify barriers to learning. They work with a range of specialist partners, speech therapists and educational psychologists where appropriate. Staff implement advice from professionals that helps children to make progress towards key targets.

Staff confidently use strategies to support children to understand and be able to express their needs. They adapt their approaches to children's needs when considering their care needs. For example, they use different strategies to support children learning to use the toilet. Staff have a strong understanding of how to support children who speak English as an additional language. This includes encouraging them to use language in their play and through stories. All children are well prepared for the next stage of their education.

Curriculum and teaching: Expected standard

Leaders have a strong understanding of the quality of the curriculum and teaching at the nursery. They create action plans that continue to improve how they sequence the curriculum through children's development stages. For example, they have a clear action plan to further develop how early reading skills are taught consistently across the nursery. The curriculum is typically taught well. Staff are working to strengthen opportunities for high-quality interactions to be embedded at all times of the day.

Staff support children to learn new vocabulary through shared reading opportunities that help children to repeat and sequence stories. Children are excited to express themselves. Throughout the nursery, staff teach children to solve problems. For example, they explore measuring with toddlers in the outdoor area. Children in the pre-school room learn to create patterns and shapes. The explicit teaching of mathematical skills helps prepare children well for their future lives.

Staff support children to be physically active; this promotes children's physical development. Staff help children to develop social skills. When children, including those with special educational needs and/or disabilities need additional support to play alongside others, teachers teach them key social skills. Children learn skills to prepare them for their future relationships.

Achievement: Expected standard

Children make progress across all areas of learning. They benefit from staff who think about the knowledge and skills they want children to learn. Children partake in learning activities that consider their individual starting points. This includes children with special educational needs and/or disabilities. For example, children have opportunities to develop important language. They join in with a variety of opportunities to learn through books. For example, children share stories, listen to sounds in the environment and re-enact their favourite tales through role play. All children develop language in preparation for their future education. Children benefit from personalised learning opportunities because staff know them well. They enjoy learning opportunities that consider their interests. This helps them to become motivated learners.

Behaviour, attitudes and establishing routines: Expected standard

Leaders continue to consider how their curriculum supports children's attitudes to learning as they move into older rooms at the nursery. For example, by strengthening how they share strategies to help younger children learn about their emotions and extend this as children grow.

Staff teach children to look after their environment. For example, children learn to tidy up after themselves from an early age. Older children learn to be mindful of younger ones, being kind and sensitive to their needs. All children, including those who face barriers to learning, gain an understanding of how their behaviour impacts on others.

Staff ensure that children attend the nursery on time. They promote the importance of regular attendance to families. This helps children to have familiar routines to help them feel safe.

Staff skilfully anticipate challenges that children may face in regulating their emotions. They step in to offer support and guidance. Babies and toddlers experience warm relationships with staff that help them to feel safe. Staff teach all children listening and attention skills to help them to learn the expectations of the nursery. As a result, children behave well.

Children's welfare and wellbeing: Expected standard

Leaders continue to prioritise children's welfare as they respond to the changing needs of children in the setting. They are developing how they strategically adapt their policies to continue to promote children's wellbeing. Staff encourage toddlers to talk about their feelings. They spend time encouraging children to reflect on their emotions through mindfulness sessions. Older children learn to regulate their emotions using a variety of strategies including yoga and physical exercise. Children learn healthy habits that support their emotional and physical wellbeing.

Staff support the wellbeing routines of babies. This includes considering their personal circumstances when weaning. Staff work collaboratively with parents to think about children's sleep habits. This helps them to create routines which help babies to feel comforted and emotionally secure. Staff teach children to make healthy choices; they encourage children to explore a variety of nutritious foods. Children are able to talk about their healthy diet. Children enjoy daily access to outside space. Children with gaps in their learning and younger children receive the support they need to be physically safe. All children develop the skills they need for their future lives.

Leadership and governance: Expected standard

Leaders continue to take action to drive improvement to the curriculum through clear action plans. They help staff to share their contributions to individual children so that their positive impact can be felt across the setting.

Staff enjoy working at the nursery. They report high levels of wellbeing. Leaders provide staff with a comprehensive selection of professional development opportunities. This helps staff to understand their roles and responsibilities. Staff enjoy taking on key roles and carry them out diligently and professionally. This means that their work has a positive impact on all children including, those with special educational needs and/or disabilities.

Leaders have a clear vision to support all children to achieve their best. They engage effectively with parents to help them to understand their children's learning needs. This helps children to continue their learning beyond the setting in preparation for school.