Tiny Toes (Warren Avenue)

Inclusion: Expected standard

Leaders and staff work hard to ensure all children can access the provision, regardless of any barriers to learning they may face. Staff ensure they regularly review, assess and adapt as needed to ensure they are meeting the individual needs of children. This includes ensuring that staff access further training and support in meeting particular needs.

Leaders and staff work closely with external agencies to ensure children receive the support they need, both at the provision and at home. Leaders ensure that additional funding is used appropriately to support individual children and their specific needs. This includes using funding to pay for additional staffing, training and specific resources, such as craft materials.

Children see themselves reflected in the provision. For example, children have the opportunity to explore books in their home language as well as seeing themselves represented on the family display boards. Leaders incorporate children's cultures into the provision as much as possible. For example, they adapt the lunch menu to help children feel more included.

Curriculum and teaching: Expected standard

Leaders have a secure understanding of the quality of the curriculum and teaching. They have already identified areas where staff knowledge can be strengthened further. For example, there are some minor inconsistencies in staff's understanding of the curriculum and how to use their knowledge to appropriately extend and challenge children's learning and development.

Staff skilfully support children's communication and language development and consider this an area of high priority for their children. Staff develop children's vocabulary through a variety of ways, such as repeating words, modelling vocabulary and sharing stories and rhymes. For example, staff model action words, such as 'splashing' and 'pouring', as young children play with water.

Staff work hard to reduce the barriers children may face in accessing the curriculum to ensure that it is accessible to all children and there are high expectations for all. Staff recognise the importance of supporting children's personal, social and emotional development. They support children as they learn to regulate their emotions by empathising and validating children's feelings. For example, when there are minor conflicts over toys, staff recognise and support children's emotions.

Achievement: Expected standard

All children, including those that face barriers to learning, make consistent progress in their learning and development. Children develop age- and stage-appropriate knowledge, which means they are well prepared for their transition to the next stage of learning, such as starting school.

Children make steady progress in their communication skills as they progress from babbling to 3- and 4-word sentences as they move through the provision. They develop their listening and attention skills, as well as their understanding. For example, children are able to sit and join in with familiar songs and follow simple instructions. Children develop their independence skills through everyday routines. For example, children progress from using closed-lidded cups to using the self-serve water station to pour their own drinks. Children are keen to take on new challenges. For example, younger children take pride in being able to pull themselves up on furniture, and older children excitedly jump from climbing frames.

Behaviour, attitudes and establishing routines: Expected standard

Children have secure attachments with warm, kind and caring staff. The key-person system is embedded well throughout the provision. Children demonstrate that they feel safe and secure as they confidently engage and interact with staff and peers. Children develop friendships with others as they play and are keen to engage with one another. Children begin to learn how to play collaboratively. For example, older children learn how to make the see-saw work together.

Staff act as good role models and teach children to treat each other with kindness and care. There are high expectations for all children. Staff adapt these expectations to ensure they remain age- and stage-appropriate for children that may face barriers to learning. However, on occasion, staff's understanding of the curriculum aims means these expectations are slightly over-ambitious for some children. Staff regularly praise children for their efforts. Children beam in delight in response and persevere when they find things challenging. For example, younger children learning to walk are keen to try again after wobbling.

Leaders and staff work closely with families to support them with attendance. This includes personalised strategies for children to help ensure they can access the provision.

Children's welfare and wellbeing: Expected standard

Staff prioritise children's care needs from their first settling-in session. This includes making sure they feel safe and secure within the calm and welcoming environment. Staff skilfully support children as they transition into the provision, getting the right balance of comfort and play to help them engage well. Staff support children well as they learn to manage their needs independently, such as wiping their own noses. Children adore the staff and their key person and have secure bonds with them. Staff ensure daily routines support the needs of all children and offer them appropriate choices. Staff respect children's decisions when they demonstrate a clear preference, such as when they make it clear they are not ready for a nap.

Staff teach children healthy habits throughout the provision. For example, older children practise brushing their teeth regularly and understand why this is important. Leaders provide resources to help families develop healthy habits. For example, they provide picture cards of favourite recipes to encourage families to try these out at home. Leaders take proactive action to support families. For example, they offer a fruit snack bowl at the entrance for all families to access, as well as providing a lending library to help ensure all children have easy access to stories.

Children develop a secure sense of emotional wellbeing, which is supported well by staff. Staff celebrate children's successes, no matter how small, which helps to boost children's self-confidence and self-esteem.

Leadership and governance: Expected standard

Leaders are passionate and dedicated to their roles. They have a clear overview of the provision and an accurate understanding of their strengths and areas for development. Leaders have already started to take action to develop staff practice even further through supervisions and training. For example, staff regularly meet with leaders to discuss training and set targets for their development. However, this can be further strengthened to enhance the skills and knowledge of staff to ensure there is consistent, high-quality teaching, as it is not yet precisely matched to the individual needs of staff.

Leaders ensure staff's wellbeing is promoted and that their workload is manageable. Staff highlight that they feel well supported by leaders, as well as noting that leaders are approachable and understanding should there be any concerns.

Partnerships with parents are secure, and leaders start to develop these before a child starts at the provision. For example, they regularly share staff singing rhymes or reading stories to all families, including those on waiting lists. This helps support children's learning both at the provision and at home. Leaders work closely with families to provide support as and when needed. For example, leaders help families complete paperwork, such as school applications.