Tudor House Day Nursery @ Grasshoppers

Inclusion: Expected standard

Leaders provide a nurturing and inclusive environment for all children. Children enjoy their time spent at the nursery. Staff take time to get to know each child and what their starting points are. Leaders and staff are confident at identifying any first concerns in children's development. Leaders have appropriate conversations with parents to ensure support is put in place early. Children all have baseline assessments to help identify their next steps.

The nursery works with external agencies to meet all children's needs. For example, the nursery has worked with the health visiting team. This has supported children to get the right external support required to fully meet their needs. All children, including children who face barriers to their learning, make progress from their starting points. Children have opportunities to spend time in the nursery's sensory room. This is a calming experience for children to help them regulate their emotions.

Leaders use any additional funding well to support children's interests and next steps in learning. Leaders monitor the impact of additional funding to ensure that it is used appropriately. Most recently, this has gone towards supporting children's emotional development, which has had a positive impact on children's wellbeing.

Staff generally monitor children's targeted plans well. This helps to support children's individual next steps and supports staff to help children make the progress they are capable of.

Curriculum and teaching: Expected standard

Leaders have designed a well-balanced curriculum that is central to meeting all children's needs and interests. The staff know the children well. They take time during settling-in sessions to get to know the children and their families well. They find out children's likes, dislikes and starting points. This helps form good foundations for the staff, who use this information, along with their own baseline assessments, to create next steps for children's learning and development.

Language and communication are generally supported well throughout the nursery. Children use describing words in play, such as 'soft' and 'heavy' when exploring different textures. However, at times, staff ask many questions in quick succession, without allowing enough time for children to think and respond, which does not support their learning effectively.

Staff provide a range of learning for mathematical development across all areas of play. Babies enjoy filling and pouring, counting '1, 2, 3' as they do so. Younger children learn about floating and sinking during water-play activities. Older children confidently count and use mathematical language during play, such as 'big', 'small', 'more' and 'less'.

Achievement: Expected standard

All children make steady progress from their starting points at the nursery. Children with special educational needs and/or disabilities are supported through inclusive strategies and appropriate support. Leaders know the children well and provide a nurturing environment.

Children's literacy development is supported well. All children show a love of books. Children share storybooks with their friends. They handle books with care and attention. At the end of the stories, when closing the books, children say 'the end'. Toddlers become engrossed in the inviting learning environment, and they enjoy dressing up and making meals in the role-play area. Children use their imagination skills well. Older children make their own choices and create collages using a range of materials to support their physical skills.

Children who are learning English as an additional language make good progress from their starting points.

Children have daily opportunities to be active outdoors. They benefit from exciting outings into the local community, such as a trip to the supermarket, to explore and extend their learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have clear boundaries in place for all children. During circle time, children learn about the nursery's 'golden rules'. For example, children are reminded when running indoors to use 'walking feet only'. This supports children to not only follow the nursery's golden rules, but also to keep themselves safe. When minor disagreements occur between children, staff deal with these promptly, and this results in little disruption. Children are learning to share with their friends and take turns. Staff support children when it is 'tidy-up time' at the nursery. Children follow instructions well.

Leaders monitor children's attendance, and staff are alert when any patterns of absence occur. This helps to ensure that children are following good routines, preparing them for their next stage in learning, and to support them to access the curriculum at the nursery.

Children talk well about their emotions and how they are feeling. For example, children have been reading the 'The Colour Monster' story. As a result of their learning, they discuss red as 'angry' and yellow as 'happy'. This supports children's emotional development.

Children's welfare and wellbeing: Expected standard

Staff know all children well and provide appropriate support. Children settle into the nursery's routine well. This shows that they feel happy and safe at the nursery. Staff respond sensitively to their individual needs and make adaptations when needed.

Key-person arrangements generally work well. When children transition between rooms, leaders ensure that the next key person knows the child and their likes, dislikes and next steps. Staff are positive role models. They show kindness and care to all children. Children seek comfort when needed with their familiar adult.

Children are supported to develop healthy habits and gain an understanding of how to take care of themselves. They wash their hands before mealtimes and brush their teeth daily to support their oral health and hygiene. Generally, independence is supported well at the nursery. However, at times, children are not given opportunities to be independent, for example by learning how to wipe their own nose or use both a knife and a fork when eating. This means that they are not learning some important skills in preparation for school.

The meals provided are balanced and nutritious. Children come together for lunch, and lunch is a social occasion.

Leadership and governance: Expected standard

Leaders have a generally clear understanding of the nursery's strengths and areas for further development. Leaders follow robust recruitment processes and new staff receive a well-planned induction. Leaders work closely with the staff team, ensuring that observations and supervision sessions for each staff member have tailored targets. This helps to support staff's individual areas for development. Leaders provide a wide range of continuous professional development opportunities for each staff member, and staff report a positive impact from this training. Staff value what they have learned and discuss how they implement this into daily practice. Staff report that they enjoy their role at the nursery and that leaders support their wellbeing.

Leaders have linked with external professionals to support children with special educational needs and/or disabilities. This ensures that all children receive tailored support to meet their individual needs. Leaders work closely with local schools to ensure that children leaving to go to school have a smooth transition to support their needs.

Parents comment positively on the nursery and its leaders. They feel very well informed about their children's progress and feel their children have made progress from their starting points. They comment on the nursery's open-door policy and how they feel valued and listened to.