Tiny Champs Nursery

Inclusion: Expected standard

Leaders successfully and swiftly identify children who are disadvantaged, known to children's social care or who have special educational needs and/or disabilities (SEND). Overall, staff are inclusive in the way they plan for and teach all children. They regularly monitor children's progress to help remove any barriers to their learning. Leaders use any additional funding they receive effectively, such as for children who are in receipt of early years pupil premium or SEND funding. For instance, they purchase specific resources, such as storybooks that reflect these children's individual interests to help them build attention and language skills. However, at times, some staff do not always skilfully adapt their teaching for some groups of children to help make a sustained difference to their learning opportunities and experiences.

Leaders have established strong partnerships with parents and other professionals to help support children's individual needs. For example, staff meet with teachers at the schools that older children will attend, to share information about children to ensure support plans are in place for them from the outset.

Curriculum and teaching: Expected standard

Leaders have high ambitions for all children, and this is generally shared well with staff. Overall, staff successfully implement an inclusive curriculum. Staff show a clear focus on developing children's communication and language and physical development, as well as mathematical and social skills. Overall, leaders identify areas of the curriculum that may need development and take action to help improve its delivery, such as through training and during staff meetings.

Staff know the children in their care well. They accurately assess children's achievements and mostly use this effectively to plan activities that support their next steps in learning. For instance, staff support the youngest children's language development well. They model language effectively and support children to learn and practise new words in context. Staff join in with children's play well and support the social skills of others. They encourage children to use mathematical language as they play, such as counting objects, teaching children about size and amounts and naming shapes. They also successfully support children to develop their hand muscles, such as during drawing and sensory activities. However, at times, some staff do not always interact skilfully, particularly with older children, to enhance opportunities for children to share and build on their ideas and thoughts and to develop their conversation skills further.

Achievement: Expected standard

All children develop their skills across all areas of learning well for their future learning and are prepared well for their move to school. Babies and toddlers in particular play in a language-rich environment and use words well in context. All children have regular opportunities to join in with rhymes, listen to stories and express themselves through dancing. They typically develop their communication skills well and learn to be articulate, confident communicators. Children typically gain early mathematical skills and knowledge. They learn to use mathematical language to name shapes, count accurately and describe quantities.

Children, including the youngest children attending, learn to be independent. From an early age, they learn self-help skills. For example, they learn to wipe their nose and know how to put their used tissue in the bin. Overall, children develop their attention and focus well during activities, particularly the oldest children.

Behaviour, attitudes and establishing routines: Expected standard

Leaders promote children's punctuality and attendance well. They work with families to support regular attendance and address any barriers sensitively. Leaders ensure that children's individual needs and circumstances are prioritised. This approach helps all children to access learning and make progress from their starting points.

Leaders have established consistent routines that support children's behaviour and wellbeing. Staff set clear expectations for all children. Overall, they adapt the support they provide well to promote children's positive behaviour. Staff teach children to play gently with others, share and help to tidy up when they finish playing. Children learn how to behave well and work cooperatively with others. Staff also help children understand their emotions, such as when they look at pictures that depict different emotions and listen to stories about feelings. Children become increasingly able to manage their own behaviour and emotions.

Staff form positive relationships with children. They model respectful behaviour and reinforce routines well to help promote children's independence and self-regulation. For example, during daily routines, staff support children to lay the table at mealtimes, serve cups to their friends and serve themselves food. Overall, children show high levels of enjoyment in their play and learning. However, on occasions, staff do not plan activities that closely match children's individual learning needs and interests. This hinders children's motivation to be involved and at times their attitudes to learning.

Children's welfare and wellbeing: Expected standard

Leaders and staff place children's welfare and wellbeing foremost in their practice. They provide a safe space for children to learn and play in. Overall, children typically enjoy the activities and learning opportunities staff offer them. Leaders and staff identify children's needs early and, in the main, they adapt their practice to provide the relevant support children need. Staff form warm, positive relationships with all children, including those with special education needs and/or disabilities. All children develop close attachments to the staff working with them. They are visibly happy and secure.

Children have regular opportunities to be physically active, such as during 'music and movement' sessions. Younger children use climbing equipment available inside and outside. Staff support children to develop their movements, balance and physical skills well. Children eat nutritious and balanced meals, including a range of fruit and vegetables. They successfully learn about healthy lifestyles and how to make healthy food choices. Staff successfully follow safe eating procedures and supervise children appropriately during mealtimes to help keep them safe. Staff follow good hygiene practices. They support children to wash their hands before eating and after wiping their nose to help prevent any cross-contamination of germs. Children learn how to keep themselves safe and healthy.

Leadership and governance: Expected standard

Leaders understand the setting's strengths and weaknesses. They take and act on feedback from other professionals, such as that given from previous Ofsted visits, to improve practice. They have recently strengthened staff's supervision of children to make sure that children are always in sight and/or hearing of staff to support children's ongoing safety.

Leaders monitor staff's practice well, such as through frequent supervision meetings. They provide useful training when needed to support staff to improve their skills and knowledge. For instance, staff have recently completed training to further develop their understanding of how to support children's behaviour effectively. However, leaders are still supporting staff to embed some recent changes to the implementation of the curriculum to provide children with consistently high-quality teaching and learning experiences. Staff speak positively about the training opportunities they have had and the support the leadership team provides. They say that they feel valued and supported in their role.

Leaders work in partnership with parents and other professionals effectively to support children, including those who may experience barriers to their learning or disadvantage. For instance, they share information with parents well to implement consistency in children's learning in the setting and at home. Parents are clear on how to support their children's development at home.