Tick Tock Day Nursery

Inclusion: Expected standard

Leaders have reflected on and improved their provision for children with special educational needs and/or disabilities and other barriers to their learning since the last inspection. Improvements have been made to the timeliness of referrals and how leaders seek support from external experts. Leaders and staff quickly and accurately identify children's individual needs. They work closely with other professionals, parents and carers. Staff typically implement advice and strategies when needed, and they generally meet children's needs well. For example, staff undertake training and seek support from local authority advisers. Staff monitor each child's needs at the end of the week and amend their targets as they change. They share relevant information across the team so that staff typically know children well.

Leaders use early years pupil premium funding to provide healthy snacks and offer experiences that children may not receive at home. Staff adapt activities and experiences so that all children can enjoy and access them. For example, all children enjoy trips into the local community. Staff consider and tailor equipment, ratios and risk assessments to reduce barriers to learning so that all children benefit from and feel part of the nursery. This has a positive impact on their wellbeing and promotes an inclusive culture where all children feel like they belong. The variability in the quality of teaching affects the overall progress some of these children make.

Curriculum and teaching: Needs attention

Leaders have only recently taken action to design and improve the curriculum and teaching across the nursery. What is now in place is ambitious and covers all areas of learning. However, the curriculum has not been fully shared with staff, so they are not always clear on what they intend for children's learning. The quality of teaching is not consistent across the rooms. The leadership team has plans in place to support staff's understanding of the curriculum and help them embed this into their teaching practice.

Staff do not always tailor their interactions and experiences to the age and stage of development of the children present. For example, some children lack high-quality interactions that support their knowledge and understanding. For example, quieter children tend to play alone and are not spoken to regularly enough. This affects their overall achievement, engagement in purposeful play and how well they are prepared for the next stage of learning.

Some staff plan activities effectively and think carefully about what children know when deciding what to teach first. They implement consistent routines and boundaries and provide children with many opportunities to practise new skills and use new language. They incorporate mathematical concepts, such as size, capacity and shape. Every child enjoys daily outdoor play and fresh air. There are many opportunities to develop their physical skills in the spacious and well-resourced garden area. Staff encourage children to try new tasks for themselves and promote children's independence. This builds children's confidence and resilience.

Achievement: Needs attention

Inconsistencies in the quality of teaching affect the achievement of some children. Some children develop age-appropriate knowledge and skills across the different areas of learning. Before leaving for school, children communicate well enough to be understood and to express their ideas. Generally, children listen to and follow instructions. Older children learn skills to help keep themselves and others safe. For example, before they cross the road, they shout, 'Stop, look left and right.' This prepares them well for their future. Babies enjoy space to explore and develop their early physical skills, such as crawling and walking. Children with special educational needs and/or disabilities generally achieve appropriately from their starting points. They can express their feelings and ideas through simple language and pointing. All children demonstrate good table manners and can sit appropriately during mealtimes.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have taken positive action since the last inspection to implement effective strategies for supporting behaviour. They set high expectations for children's behaviours and attitudes towards learning. Children typically behave well, and support is age-appropriate. The staff team and parents and carers understand and share the ethos, positively impacting the learning environment. Rooms feel calm, and routines help children feel secure in what is happening next. Staff regularly praise children, and they generally correct incidents of poor behaviour appropriately. Staff encourage children to respect others and promote a culture of kindness and tolerance. This builds positive, warm relationships that help children feel safe.

Staff help children learn and play collaboratively with their friends. Older children enjoy turn-taking games. For example, children play 'duck, duck, goose' in the garden. Staff ensure that the game is inclusive for all children, including those with special educational needs and/or disabilities. Leaders place importance on attendance and punctuality. This helps ensure that the most vulnerable children access early education and establish positive habits ready for school.

Children's welfare and wellbeing: Expected standard

All children demonstrate that they feel happy, safe and secure in the nursery. Key-person arrangements are effective. Children spend time with their allocated person and build positive relationships with them. Staff are typically responsive to children's emotional needs and offer cuddles as needed. Young babies' personal care needs are met sensitively and with respect. Staff calmly respond to children with special educational needs and/or disabilities. Older children demonstrate an understanding of keeping themselves safe and healthy. They know to wash their hands before mealtimes and after playing outside. Staff support children in managing their emotions and resolving minor conflicts with their peers.

Leaders have worked hard to improve the nutritional value of meals and snacks children receive at nursery and at home. They work closely with parents and carers to share knowledge about oral health and the impact of healthy food. Staff help children learn about healthy food choices. During a walk past local grocery shops, children call out 'healthy' or 'unhealthy' when staff suggest different foods. Children have access to fresh drinking water throughout the day. There are plenty of opportunities for children to be physically active, and all children enjoy daily outdoor play and fresh air. This has a positive impact on children's diets, wellbeing and future habits.

Leadership and governance: Needs attention

Leaders have made some positive improvements since the last inspection. They are keen to continue their journey and make decisions in the best interests of all children. They have sought advice and support from the local authority. However, further areas for development, particularly around the curriculum, are still being embedded into practice. Consequently, the improvements needed in the quality of teaching have not been brought about quickly enough.

Leaders can broadly identify their strengths and their priorities for improvement. They regularly monitor staff's teaching practice, and staff engage in training opportunities. However, feedback is sometimes vague and generalised, and training is not fully effective at improving the quality of teaching. This does not help staff fully understand how to make continual and effective improvements to their practice. This affects children's overall progress and how well they are prepared for the next stage of learning.

Leaders engage positively with parents, carers and other professionals. Parents are generally happy with the care their children receive. Leaders carry out regular supervision sessions with staff, and their wellbeing is a priority. Staff report that they are happy in their roles.