Tudor House Day Nursery @ Preston New Rd

Inclusion: Expected standard

Leaders understand the importance of finding out about children's home lives and individual needs. For instance, staff engage with other agencies, such as social workers, to ensure that they understand any support that children require. The designated safeguarding leads use their knowledge of a child's care status to plan their support packages.

Children who attend the setting who may have special educational needs and/or disabilities are included in the nursery activities. For example, staff provide children with 'fidget toys' to help them join group activities. Leaders are committed to helping staff to promote inclusion. They provide relevant training and coaching to support staff in understanding equality, diversity and inclusive practices. For example, staff encourage all children to play and share together cohesively.

Staff are aware of the barriers children face to their learning. They typically have a clear understanding of the ways they can support children's learning. Leaders monitor children's progress and plan for the support children need to be included. This helps children to access the available curriculum.

Curriculum and teaching: Needs attention

Leaders have created a curriculum overview that focuses on the development of children's personal, social and emotional skills, physical and language development. This helps children to gain some of the foundational skills they require. However, the curriculum lacks breadth across the other areas of learning. This means that children do not gain sufficient knowledge in mathematics, literacy and understanding of the world.

Staff plan daily opportunities for children to learn some of the curriculum goals, but this is with limited success. Too often the activities that staff plan do not allow children to learn what is intended. For example, staff carry out 'what is in the box' sessions to help children learn new words. However, staff do not pay careful attention to their teaching, which means children do not learn correctly what things are. For example, staff tell children a train carriage is a bus. In some rooms, staff play music and rhymes too frequently, which raises the volume levels. At these times, teaching does not consistently support children's language skills to build their communication effectively.

The organisation of the daily routines sometimes hinders children's learning. Staff plan times in the day for children to come together to learn, but they do not plan for the individual needs of the children in the group. For instance, pre-school children listen to the story of 'Handa's Surprise' being read. Some children do not understand the concepts that staff teach and lose interest in the activity. Staff do not adapt their teaching and, as a result, some children do not build on their prior knowledge. That said, all children are supported to take part in the activities and are included because staff recognise the need to make adjustments for those who need them.

Staff generally use assessment to check what children know. However, they do not use these assessments effectively to discuss the progress of their key children at regular intervals with leaders. This limits the impact of the curriculum on individual children, particularly quieter children.

Achievement: Needs attention

Children make inconsistent progress in their learning. Children's development in their communication and language skills is basic. Babies learn some important pre-language skills, such as babbling and using gestures. Older children learn how to use simple sentences and develop a wider vocabulary. However, children do not acquire the understanding and use of more complex language to underpin their broader development.

Children's mathematical development is not secure. Children are exposed to numbers, counting and shapes. However, they do not learn more formal skills, such as comparing quantities and solving problems.

Children develop well personally, socially and emotionally. They learn how to play alongside one another and how to behave kindly and with care for others. For example, children share toys happily. Children develop confidence and a sense of self.

Behaviour, attitudes and establishing routines: Expected standard

The positive emotional environment and high expectations for children's behaviour are a strength of this setting. Leaders have worked hard to establish consistent routines that are age and stage appropriate for the children who attend. This supports new children to feel secure, many of whom have had no prior experience of early years settings.

The relationships between staff and children are nurturing. The staff team typically ensures that children are supported to make a positive contribution . All children learn the 'golden rules' in the setting. Children take pride in taking responsibility for tasks. For example, at mealtimes, children enjoy being the helper. Children behave well.

The emotional atmosphere is well developed by leaders. The provider fosters an ethos of care and respect for all. Leaders understand the importance of staff's wellbeing. Staff report that they are happy in their work and this in turn impacts on the happiness of children.

Leaders promote the importance of attendance. For instance, they follow up on all children's absences by promptly contacting parents and carers.

Children's welfare and wellbeing: Expected standard

Children's basic care needs are met. As such, children can focus on their play and learning. The setting helps children to maintain good physical and mental health. Routines, such as sleeping and intimate care, support children's individual needs and help to ensure their safety.

Staff use these care routines to develop secure attachments with children. For example, staff sing softly to children as they change their nappies and wipe their noses. This supports children to develop a secure sense of emotional wellbeing. Staff help children to recognise and express and manage their feelings. For instance, staff sensitively intervene when children struggle to share toys. Staff explain to children they they can each have a turn.

Staff know about each child's dietary requirements and support children to maintain good health. For example, they typically promote healthy foods and drinks in the nursery. Children are beginning to develop an understanding of their own health. Leaders have put in place plans to further support children's positive oral health.

Leadership and governance: Needs attention

There have been significant changes to leadership since the last inspection. The new leadership team lacks awareness all of the setting's areas for improvement. This means that focused action has not been taken to address areas of practice that need improvement. For example, leaders have not identified that the curriculum focus on communication and language is not yet having a significant and positive impact on children's achievements. Leaders require additional support and training to be able to accurately reflect on the provision.

There are currently limited opportunities for staff to receive professional and constructive feedback that helps them to improve their teaching. Staff benefit from some professional development, such as staff receive training in mandatory subjects, such as food hygiene and safeguarding. Leaders manage staff's wellbeing appropriately and this contributes positively to the day-to-day running of the setting.

Some action has been taken since the last inspection. For example, staff now apply some of the policies and procedures more effectively, particularly in relation to behaviour management, promoting children's independence and healthy eating.