Tiny Turtles Daycare

What is it like to attend this early years setting?

Children are eager to enter the setting and settle in swiftly. Staff are welcoming and greet children with big smiles, helping them to separate positively from parents. Children play independently and with their peers, choosing from the wide range of enticing resources and activities. Children are self-motivated and excited to explore. Staff and children have excellent relationships and strong bonds. All children are content in the care of the staff team. Children's emotional well-being is well supported.

Children respond well to the staff's engaging tones. Staff clearly explain behavioural expectations and role model good manners. Young children consistently say 'thank you' to staff and each other. Staff talk to children about taking turns and praise their efforts. This helps children learn to build and maintain relationships. Children are curious and inquisitive learners. They excitedly learn how vinyl record players work, switching the records and discussing the different types of music. Staff provide many opportunities for children to develop their physical skills. Younger children hop across sensory floor squares with staff encouraging them to tap their toes on the different sensory experiences. Older children practise using their muscles as they use tools to break free animals from blocks of ice. All children are encouraged to be physically active.

What does the early years setting do well and what does it need to do better?

• Leaders have developed an ambitious and well-sequenced curriculum. Staff are aware of what leaders want children to learn and implement this effectively through a balance of child- and adult-led activities and play. Children demonstrate good progress.
• Staff know children and their families well. Regular assessments help staff to identify any gaps in children's development. Staff provide interventions or referrals where appropriate. This helps children to receive any further support they may need.
• Support for children with special educational needs and/or disabilities (SEND) is strong. The dedicated staff team provides individual support and targets based on children's needs. Staff work in partnership with parents and other professionals, such as speech and language therapists and schools, enabling the use of shared strategies. Children with SEND make positive achievements towards their next steps in learning.
• Staff provide a learning environment that includes lots of stories and familiar nursery rhymes. Young children confidently demonstrate action songs they have learned and remembered. In addition, staff skilfully teach children new language during play, such as 'squeeze' and 'sour'. However, on some occasions, staff use informal language such as 'jumpy'. This does not consistently support children to develop their use of spoken language.
• Children demonstrate positive behaviour. Staff provide reminders of expectations, such as 'kind words' during play. Staff encourage children to tidy up when transitioning between activities and routines. Children are learning how to be positive members of society.
• The setting's curriculum places a big focus on children becoming independent learners. For example, children practise their cutting skills on vegetables during play and planned activities. Younger children are confident using cutlery to feed themselves and help themselves to drinking water. These opportunities build a sense of independence and responsibility in preparation for children's transition to school.
• Staff provide children with opportunities to be involved in their local community. For example, they visit local shops and buy ingredients for baking. Furthermore, they regularly attend the local care home and share activities with the residents. This helps children develop their social skills and appreciate the needs of others.
• Partnerships with parents are good. Parents have a high level of trust in the staff and feel well supported. Parents comment, 'It's like dropping them of with family.' Regular parents' evenings and daily communication through the nursery app keeps parents informed of their children's developmental milestones. This helps to provide consistency of care between home and the nursery.
• Leaders are proactive and supportive. Staff feel valued in their roles and have regular access to training. Leaders use observations and regular supervision with staff to ensure training is targeted. This helps staff to learn new skills and enhance the quality of practice and teaching skills.

What the setting must and should do next

The provider should:

• support all staff to consistently model correct language when repeating words back to children.