Tiny Turtles Daycare Urmston

Inclusion: Expected standard

Leaders support an inclusive culture at the nursery where all children's needs and interests are supported. Leaders take time to get to know children's needs and how best they can support them at the nursery. Staff assess children's progress throughout the nursery. They monitor and review this to ensure children's needs are met. First concerns are monitored and parents are included to ensure outcomes for children are supported together. The nursery uses additional funding to support children's needs and interests. The impact of this is assessed by the leaders of the nursery.

Leaders differentiate activities for children and work with the plans in place for the children who need further targeted support. Progress is celebrated with their key workers and parents. Leaders support children who have English as an additional language well. The nursery takes time to get to know key words to help support children.

Leaders work effectively with parents and outside agencies, such as speech and language therapists and physiotherapist, to ensure all children's needs are being met at the nursery. Parents feel the nursery is very supportive and takes the time to know their child's needs and support parents through this.

Curriculum and teaching: Expected standard

Leaders have a good understanding of their nursery's curriculum and teaching. Leaders regularly review this with the staff team. The curriculum is broad and it is based on themes and children's interests. Early mathematical skills are promoted well. Younger children learn to count 1, 2, 3. Older children can confidently use mathematical language during play skills, such as identifying numbers and counting, describing long, short, big, and small. Children are making good progress in this area. Children engage well in focused activities, However, staff do not consistently tailor activities for children's emerging needs. This means children's learning is not always matched to extend their learning and next steps. For example, children who show an interest in throwing staff do not provide enough opportunities for this to take place.

Staff supports children's language and communications skills. Staff model correct grammar and ask open-ended questions to the children, allowing time for them to respond. Staff introduce new vocabulary to children such as talking about frog spawn. Children enjoy reading stories to their friends. Children's physical skills are supported well. Children enjoy riding tricycles and sliding down the slide. Children's emotional development and social skills are promoted well through daily experiences provided. Children listen to the staff and their friends and work together to solve problems. Staff adapt activities to meet the needs of all children, including children with special educational needs and/or disabilities and those who face barriers to their learning. For example, staff simplify activities and their teaching approach so that children can access learning meaningfully. Assessments help support staff to plan appropriate next steps for each child.

Achievement: Expected standard

Children make steady progress from their starting points at the nursery. Children's language skills are supported well. This helps with any early first concerns to provide interventions to help children make the progress they are capable of. Younger children enjoy babbling and children who have English as an additional language make good progress. Younger enjoy sharing stories with staff; they repeat words back, such as spider and crab.

Children with special educational needs and/or disabilities and those who face barriers to their learning develop the skills for the next stage in their learning. For example, staff's close work with speech and language therapists and other professionals. This supports children's progress at home and nursery.

Children learn new experiences while at the nursery to prepare them for their next stage of learning and transition to school. Children show self-care skills they wash they hands before meals and after using the toilet. Staff praise the children for following simple rules to support their development.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have created a calm environment which is friendly and supportive for all children. Children behave well and follow the expectations set by the nursery. Children follow instructions well. Younger children help to tidy the room. Older children tidy-up and line-up to go outdoors, carefully following rules to go outdoors safely.

Children have warm relationships with the leaders and staff team. This shows they feel safe and secure at this nurturing nursery. Children have positive attitudes to their learning; they are guided by staff and they step in to support if needed. Children are given opportunities to make decisions allowing them to make good choices such as when sharing toys with their friends. Children are praised for the choices they make. Children use their manners and say please and thank you. However, at times, mealtimes with the older children can become noisy due to organisation and having to wait too long.

Children follow the routines of the day. For example, after tidying up, the younger children know they have circle time, where they sit together and sing songs. Children follow the staffs lead and take part in singing sessions. They enjoy dancing and moving around, popping bubbles. Children giggle when they are happy and excited. Older children enjoy being imaginative dressing as superheroes.

Leaders support the importance of regular attendance through strong communications with parents. This helps them establish good routines ready to start school. Children play well together, and those with special educational needs and/or disabilities play cooperatively with their friends. Children smile when their friends have played alongside them.

Children's welfare and wellbeing: Expected standard

Leaders know the children well and provide appropriate support for their next steps of learning and development. Children with special educational needs and/or disabilities and those who face barriers to their learning have tailored plans in place to ensure their needs can be met at the nursery.

Staff know the children well and support each child's emotional wellbeing. Key workers build positive relationships and children are confident to reach out for support when they need it. Children have strong attachments with their key worker; they know them well and have built positive partnerships with parents to ensure a consistent approach. Staff have completed additional training to support children's emotional needs further. Staff help children to understand and express their feelings through, for example, linking them to different-coloured monster pictures to represent their feelings.

Children are encouraged to be independent, such as tidy-up time, washing their hands before meals and making choices during play sessions. Children's health and wellbeing is supported when making healthy choices at mealtimes. However, staff have not fully considered how they can further support children's oral health and hygiene to prevent tooth decay and how to keep themselves safe online.

Leadership and governance: Expected standard

Leaders have a clear understanding of the nursery's strengths and areas for development. Leaders regularly evaluate the nursery and the staff team, to ensure appropriate actions are being taken. For example, leaders are currently strengthening the planning and curriculum for supporting in-the-moment planning for children. Leaders make the best decisions with all children in mind.

Leaders have created a positive open-door policy where staff wellbeing is a priority and they are able to feel listened too and supported. Leaders provide regular supervisions to the staff team with tailored targets to support their professional development. Staff training supports the team to support children's learning and development. Staff meetings and leaders' daily walkarounds support the staff team to keep up to date with safeguarding knowledge. This helps to equip the team should they have any concerns.

Leaders have established good partnerships with parents and external agencies, to ensure all children are included into the nursery and their needs can be supported and met. Leaders provide daily updates to parents through the online app and handovers, as well as detailed assessments of where children are at and what their next steps are.