Tiddley Tots Nursery

Inclusion: Needs attention

Staff show varying levels of confidence in adapting the curriculum to meet children's individual needs. As a result, activities are not always planned or adapted well enough to ensure they are accessible to all children. For the youngest babies, activities are not planned to support their next steps, and as a result, they miss opportunities to build on what they already know and can do. In the garden area, resources and equipment are not suitable for all children, and staff do not have the skills or knowledge to adapt the environment so all children can learn.

Leaders and staff are committed to supporting all children, including those with special educational needs and/or disabilities. They work closely with parents and external professionals to ensure accurate assessments capture children's emerging needs. Leaders ensure referrals are completed in a timely manner, gathering supporting evidence from professionals. This means children have plans in place ready for their move to the next stage of their education. Leaders support families to access any additional funding available and make suitable use of this to purchase specific resources that reflect the needs of the children it is intended for.

Curriculum and teaching: Needs attention

There are some inconsistencies in the quality of the teaching of the curriculum. For example, staff do not always know when to use their interactions with children to extend their learning or talk through activities to develop children's language. This means that, at times, staff cannot support children to achieve to the best of their abilities. Leaders have created a curriculum that focuses on building children's knowledge and skills over time. However, strategies in place to enhance communication and language are not used consistently, and therefore there is not as much of an impact as leaders expect.

Personal, social and emotional development is a priority. Children play alongside each other and share resources. Staff join children in their play, role modelling how to play together and encouraging children to develop friends. Pancake Day activities across the setting provide opportunities for children to practise their counting skills. Staff count the number of scoops of flour younger children transfer into a pot while the oldest children predict the number of scoops needed for the mixture.

Curriculum information is shared with parents regularly. Using an online app, photos of activities children complete during the day are shared. For children with special educational needs and/or disabilities, leaders work with professionals to ensure next steps are appropriate and consistent strategies are put into place for children. Staff complete regular assessment of children's learning and development to look for gaps in their learning.

Achievement: Needs attention

Leaders have not yet considered the curriculum for communication and language for the youngest children and, as a result, they are not making progress in their language development. Therefore, children do not achieve well enough across this area of the early years foundation stage to prepare them for the next stage of their learning. Older children communicate their thoughts and ideas clearly and are developing language and reasoning skills well. For instance, children experiment with ice, recalling prior learning about habitats. However, due to weaknesses in teaching across the setting, all children are not yet typically supported to deepen their learning or extend their thinking further. As a result, not all children make the best possible progress they are capable of.

Children develop their physical skills well through a wide range of engaging activities. Babies have consistent opportunities to crawl, pull themselves up and take their first steps. Older children benefit from daily outdoor play, where they confidently run, balance and climb. These experiences support children to become physically confident and well prepared for future learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff model kindness and respect. Children copy this in their play and quickly develop friendships across the nursery. For example, they give a cheery wave to their friends who pass through the room on their way to the garden. They play alongside one another and interact well. Staff know children well and meet their individual needs. Children demonstrate a genuine love of learning. They are eager to share their ideas and explore the environment. Daily routines provide structure and support children as they move between different parts of the day, such as preparing for snack or getting ready to play outdoors, helping them develop confidence and independence.

Staff notice quickly when children become unsettled and step in with calm voices and effective strategies that help them to manage their feelings. This consistent approach ensures that behaviour remains positive and that children feel safe and confident to join in. Staff consider each child's age, stage and circumstances when supporting behaviour. Adjustments are made when children have barriers to their learning to ensure that all children are supported appropriately.

Leaders actively engage with families to highlight the importance of consistent attendance, ensuring that children benefit from regular participation in the setting's routines.

Children's welfare and wellbeing: Expected standard

Children's wellbeing is at the heart of this nursery. Leaders and staff provide a safe, warm and welcoming environment where children feel secure and valued. Each child is allocated a key person, which supports their continuity of care and emotional support. Staff know children well and understand how to support their individual needs. Effective settling-in sessions help children to feel safe, and detailed information is gathered from parents to support a smooth transition. Staff teach older children to recognise and talk about their feelings through consistent conversations during daily routines. Additional funding has been used to create quiet spaces for children to access when they need to. This builds their emotional awareness, self-esteem and sense of belonging.

Leaders place strong emphasis on promoting healthy lifestyles. Children benefit from daily outdoor play and walks in the local community, which support physical development and wellbeing. Staff involve children in self-care routines, such as washing their hands and making healthy choices at mealtimes. Staff also help children learn about personal safety, for example by teaching them to remain seated while eating to reduce the risk of choking. Children enjoy nutritious meals, further supporting their understanding of healthy eating. Children enjoy visiting the local farmers market to gather ingredients for cooking activities, building their knowledge of where our food comes from.

Leadership and governance: Needs attention

Leaders are not aware of the weaknesses in the quality of teaching across the setting. Leaders have not reflected accurately on the quality of the provision. They have not made changes to the curriculum or ensured that staff have the appropriate skills to support the needs of the children attending the setting. Leaders are not aware that staff are not able to differentiate activities to ensure all children are able to access learning opportunities. Leaders have not reflected on how the garden provision supports the needs of the children who prefer to learn outdoors. Leaders have not identified gaps in the youngest children's communication and language development. This hinders the progress that this group of children makes.

Children with special educational needs and/or disabilities receive appropriate support to help them access guidance from other professionals. Leaders promote partnership working with parents and other professionals to provide children with consistency. Staff have access to a wide range of training opportunities; however, these do not always impact on the quality of teaching in the setting.

Leaders encourage staff to share learning with each other to provide consistency in practice for all. Regular one-to-one sessions support staff's ongoing development and wellbeing. Staff comment on how they feel fully supported by leaders. The provider has created a positive culture that is embedded throughout this setting.