Tiddlywinks Nursery Limited

Inclusion: Needs attention

Children who face barriers to their learning and wellbeing, including children with special educational needs and/or disabilities, do not consistently benefit from sufficiently inclusive practice. Leaders do not take all possible steps to ensure that children with more complex behaviour and emotional needs are fully supported to remain included within the setting. As a result, some children do not receive the individualised support, strategies and adaptations they need to help them access learning and develop positive relationships. This is variable across the nursery.

Some children's individual needs are identified in aspects of the provision, and staff generally know children and families well. Leaders understand some of the barriers children face. Some staff offer tailored support. They listen to the voice of the child and work closely with parents. For example, they adapt the routines, such as bringing forward lunch and nap times, for children who are struggling with sleep patterns at home. Leaders consider the use of funding to support the needs of the children. They have plans to help reduce barriers children face in their learning.

Curriculum and teaching: Needs attention

Leaders have not ensured that the curriculum is designed and implemented effectively enough to support children's progress securely across all areas of learning. They do not consistently ensure that teaching, resources and learning environments are sufficiently ambitious or well matched to children's ages and stages of development. As a result, some children lose focus quickly and do not sustain deep engagement in learning. Some adult-led activities are overly directed and lead to passive learning. Staff do not consistently adapt teaching well enough for younger children or children at different stages of development. At times, expectations placed on children are not developmentally appropriate, including expecting younger children to sit and participate in activities for extended periods of time.

Teaching is more effective outdoors, where staff support children's learning through play experiences and physical opportunities. Staff encourage children to take themselves on imaginary journeys in role play spaces, transport resources in wheelbarrows and act out familiar experiences together. They provide children with opportunities to strengthen their muscles and develop coordination, such as through swinging, climbing, sliding and balancing. Staff encourage children to become more adventurous, develop confidence and begin to understand aspects of risk in their play.

Achievement: Needs attention

Children's achievement is inconsistent because the quality of teaching and learning experiences varies across the setting. Children develop some of the knowledge and skills they need for their future learning through their daily experiences and interactions. Older children talk confidently and clearly to new people. They are comfortable to share their ideas in small groups. They can express their interests and what they would like to do next. Some children listen to stories with enjoyment and join in with familiar discussions during group activities. They recognise aspects of their names and begin to hear initial sounds in words. Children are developing early mark-making skills. They begin to develop awareness of the needs of others. For example, they say sorry when they accidentally hurt their friends, and independently share resources during play. Children demonstrate some early mathematical skills, such as counting in sequence and understanding concepts of size and space.

Behaviour, attitudes and establishing routines: Needs attention

Leaders have not ensured that all staff manage children's behaviour and emotional responses consistently enough. Staff do not always have realistic expectations of children's age and stage of development. They do not consistently support children to understand and manage their feelings and behaviour in a positive and developmentally appropriate way, especially for younger children. Following feedback, leaders take swift action to ensure staff share their positive ethos on managing children's behaviour and emotions. Some younger children are expected to sit for extended periods of time during adult-led activities that are not consistently developmentally appropriate. This reduces how successfully some children sustain concentration, motivation and involvement in learning experiences.

Children have formed attachments to staff. Outdoors, children show positive attitudes to learning and remain engaged for long periods of time. Children cooperate with one another, share resources and develop confidence to explore equipment and play spaces independently. Staff support children to understand routines and encourage discussion during social occasions, such as snack times. Leaders recognise the importance of attendance and share this ethos with families. This builds positive attendance habits ready for school.

Children's welfare and wellbeing: Needs attention

Weaknesses in leadership oversight mean that past policies, procedures and daily practice did not consistently reflect current guidance. Younger children sleep with pillows underneath their sheets. In addition, staff routinely plan for some younger children to sleep in a pushchair, rather than being moved to a suitable flat sleep surface. Leaders reflect on feedback and take immediate action to mitigate any risk to children by changing practice and informing staff of these changes. Leaders do not ensure that welfare facilities consistently meet children's needs. The newly developed pre-school area does not have handwashing facilities. This means after toileting children can only use a hand sanitiser. Again, this is not good practice and increases the spread of germs.

Staff generally know children well, and children form warm relationships with familiar adults. Children benefit from nutritious snacks and meals, and staff promote healthy eating during social mealtimes. They have access to fresh drinking water throughout the day. Children also benefit from regular opportunities for fresh air, physical exercise and outdoor learning experiences that support their physical wellbeing and enjoyment.

Leadership and governance: Needs attention

The nursery is in a period of management change, and it is adapting to new structures in leadership. During this time, leaders have not ensured that the setting is organised and managed effectively enough to support children's learning and wellbeing consistently. Leaders' monitoring and evaluation processes have not been effective enough to identify and address weaknesses in practice. Once feedback has highlighted issues, leaders respond positively and make immediate changes to reduce any risk of harm to children.

Leaders plan to reduce staff workloads and increase their training programme to include new safer eating and sleep guidance. They recognise the need to change and improve practice. They are keen to provide the best care and education so that children thrive in their nursery. Leaders prioritise staff wellbeing, and staff report they feel happy in their roles. Leaders engage positively with parents, carers and other professionals. Parents express they are happy with the care their children receive. They comment communication is a key strength, and information is regularly shared. This helps provide a consistent approach and link between home and nursery.