Tiddlywinks Day Nursery

Inclusion: Strong standard

Staff identify children's needs at the earliest opportunity through assessments, communication with parents and carers and regular observations. Staff respond swiftly when needs change, making adaptations to support plans and learning opportunities to ensure that all children continue to make progress. Strong partnerships with parents are a strength of the setting when sharing information about children's development and concerns staff may have. Leaders seek the views and support of external agencies to best support children with special educational needs and/or disabilities and children who are known (or previously known) to children's social care.

Staff value and celebrate the diverse cultures and backgrounds of children and people in the world around them, such as learning about the country their artist of the month is from. Staff take time to learn about and get to know their children and include this in the setting, for example singing nursery rhymes in different languages. Children develop a sense of belonging as their photos are included in areas of the room.

Additional funding is used to overcome identified barriers to learning. Leaders regularly review spending to ensure that it has a positive impact and meets the needs of individual children. They have invested in language interventions to support language and communication for younger children. Staff understand children's barriers and use their professional curiosity to know when these need to be explored further, and when they are satisfied needs are met and next steps achieved. This means that children are continually making progress.

Curriculum and teaching: Strong standard

Leaders have created a curriculum with children at the centre of everything they do. The curriculum is regularly reviewed and tailored to reflect the changing needs of the cohort of children. Leaders also reflect on how well children are engaged with and are enjoying their learning. For example, staff change focus authors to an author children like to listen to stories by. All staff have a clear understanding of each child's next steps in learning. They know what they want children to learn and how to best prepare them for the next stage in their learning. They have a vast knowledge of child development and know how to fully support children's learning. Staff are highly skilled at recognising learning opportunities within everyday routines and play. Activities are adapted to ensure that every child can participate successfully. This includes those with special educational needs and/or disabilities, regardless of their stage of development or individual need.

Communication and language development is embedded throughout daily routines. Staff engage children in high-quality interactions, introducing new vocabulary through commentating on play and singing rhymes. Babies' physical development is particularly well supported through opportunities to climb, pull themselves up and walk. Mathematical skills are taught throughout the setting. Babies use mathematical language such as 'fill', toddlers learn to count and older children begin to understand how many more or less there are.

Achievement: Strong standard

Children make excellent progress from their individual starting points because staff are quick to create learning opportunities to target needs. Children with special educational needs and/or disabilities receive targeted support matched to their individual needs, which enables them to make accelerated progress from their starting points. Staff work tirelessly with external agencies to overcome barriers to learning so that children achieve.

Communication and language are a focus within the setting, with children making clear progress in this area. Babies develop strong communication skills as they use single words to describe what they are drawing. Older children participate in two-way conversations. Staff use effective strategies for children who need support with their communication, such as using real life objects to aid their understanding.

Staff have a secure understanding of the key learning priorities within each room and recognise the importance of children mastering these skills before moving on to more complex learning. Staff use their comprehensive knowledge of their key children, which means that they quickly identify next steps and plan for these effectively to support continual progress. This continual progress means that children are well prepared for their next stage in learning.

Behaviour, attitudes and establishing routines: Strong standard

Throughout the setting, there is a calm and respectful culture. Children show respect towards their peers and staff, which is reciprocated, through interactions. Children show caring attitudes towards one another, share and take turns. They say 'sorry' to their friends when they take something of theirs during play. Children actively seek out staff as they are excited to see them. Behaviour is managed effectively through clear expectations and positive role modelling. Staff have high expectations for this.

Well-established routines mean that children understand expectations and know how to keep themselves safe. They are aware of what is coming next. For example, children get a mirror when it is time to brush teeth and demonstrate an understanding of why they need to wash hands before mealtimes.

Children are enthusiastic and fully engaged in their play. They approach new activities with curiosity. Staff welcome them in with eagerness, sharing what they are doing. Children enjoy receiving praise and are willing to have a go. They are resilient and will seek adult support if they cannot do something. For example, children talk about what they have tried when chopping fruit and ask for adult help.

Leaders promote a positive attitude towards attendance and work closely with families to overcome barriers. Staff know their children well and the barriers that they may face. They reflect on their practice and how they can improve it, provide challenge and meet individual needs.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are a priority within the setting. Parents report strong communication from the setting, which supports positive relationships between families and staff. This partnership means children's learning, development and overall experience are enhanced. Staff support children with special educational needs and/or disabilities successfully. Plans are in place, which are frequently reviewed with parents. Leaders are aware of the context of their setting and understand the needs of the area. They have created plans to target these needs so that children are not at a disadvantage, such as creating a larger outdoor area to encourage physical play.

Children's emotional development is strongly supported through caring and responsive interactions. Staff help children to develop their confidence and resilience through encouragement. Children are supported to develop independence through learning important self-care skills, including managing their personal needs or making healthy food choices. Children participate in activities to promote their wellbeing, such as massage for babies and yoga for older children. Their personal skills are developed through instructions in areas of the playrooms with pictures and written instructions showing them what to do.

Staff follow safe sleep practice and maintain high standards around eating. This ensures that children's health, safety and individual needs are prioritised. For example, the setting's cooks work with dieticians to ensure that children receive tailored meal plans.

Leadership and governance: Strong standard

Leaders are committed to maintaining high standards of practice by providing ongoing observations and identifying training needs. Leaders use these processes to identify the setting's strengths and areas for development. Training is provided for staff, ensuring that it has a positive impact on the children and their experiences. Leaders speak of their passion for providing the best care for their children and seek training from many sources to ensure continued high-quality care and learning.

All staff are invested in the shared vision of the setting. They work together to provide high-quality care for children. For example, staff network with other settings to share best practice and adapt this for their setting. Leaders consider staff's workload, and staff report their wellbeing is managed well as they feel supported and valued. Apprentices receive strong support from leaders. They work with tutors, have regular check ins and receive extra time to develop their skills and confidence within the profession.

Communication between staff and parents is reported as a strength. These positive relationships mean children's needs are understood and supported. Leaders are reflective and regularly evaluate the effectiveness of the setting, creating action plans to drive continuous improvement. Leaders welcome the support and advice from external agencies. They work collaboratively with professionals to enhance outcomes for children and families, such as various teams within the local authority.