Twinkle Stars Daycare Ltd

Inclusion: Expected standard

Leaders support all children well, especially those who are vulnerable, such as children known to children's social care or who have special educational needs and/or disabilities (SEND). They work with parents and professionals to support children's needs. Support is reviewed periodically so that children make steady progress. For example, when transitions typically take place, leaders and carers discuss adaptations and training needed to help children to feel secure in new surroundings. Leaders understand the importance of working with outside agencies and professionals to support the needs of all children.

Newly appointed staff are developing their key roles effectively. They take a graduated, evidence-based approach to support children with SEND to achieve their potential. Appropriate referrals to external agencies are made, making a positive impact on children's wellbeing. For example, staff make sure children are referred for speech and language support to support their communication skills. Although no children are receiving early years pupil premium funding presently, leaders know how to apply for and use this effectively to reduce barriers to learning. The introduction of British Sign Language to the setting enables all staff and children to feel valued and cherished. Children learn about differences and what makes everyone unique.

Curriculum and teaching: Expected standard

Leaders and staff know the children well and make accurate assessments of children's learning and development. Staff use and share this information to plan activities to build on what children know and can already do so that next steps are relevant and achievable. Staff support children with barriers to their learning effectively. For instance, staff use British Sign Language to support children's communication and language to promote inclusion for children with special educational needs and/or disabilities or those who face other barriers to their learning.

Typically, teaching is effective in this setting. For example, staff use mealtimes as teaching opportunities to discuss the texture and colour of the food served. Sometimes, staff ask questions but do not allow children thinking time to answer. This impacts on children's ability to develop their language and enquiry skills further, such as having opportunities to express their thoughts, opinions and ideas.

Staff develop children's mathematical language and understanding through many interactions and routines, for example when counting out dominoes and filling buckets of sand. Counting rhymes, such as 'Five Little Ducks', further embed these skills. Staff model language effectively, and children copy ambitious words and appropriate actions. For example, during a pizza-making activity, children talk about 'kneading the dough', 'sprinkling cheese' and 'chopping tomatoes' for their pizza toppings and use the appropriate actions.

Achievement: Expected standard

Overall, children develop the skills they need for later learning. They benefit from a well-sequenced curriculum that typically provides them with the support they need to build on their existing skills. Children with special educational needs and/or disabilities generally make steady progress from their individual starting points. Overall, children are prepared for the next stage in their learning.

Younger children are motivated to join in activities with interest and curiosity. They learn how to use tools and equipment in outdoor play to strengthen their fine motor skills. Older children develop their communication and language skills well through listening to staff and repeating new words. They enjoy joining in with puppets, actions and words when listening to nursery rhymes and story books, which supports their physical development. Typically, children develop their social skills as they learn to play together and share toys.

Behaviour, attitudes and establishing routines: Expected standard

Nurturing staff show care and kindness to children. They model positive behaviour and respectful interactions. These positive relationships, alongside a clear emphasis on wellbeing, help children develop trust and feel secure, leading to confident, happy and well-settled children. Children turn to their key persons for reassurance, knowing they are always available to offer comfort and gentle support. This further reassures parents and carers of the high level of care provided by the setting.

Leaders work effectively with families to promote the importance of punctuality and children's regular attendance and act swiftly as required. They offer support where barriers arise, such as changes of hours and days to accommodate families' needs.

Children show they are familiar with the routine, as they typically follow the rules and boundaries set by staff. Overall, staff manage and support children's behaviour well according to the age and stage of their development. Staff intervene calmly and sensitively with younger children during their play. They help children understand how to take turns and share toys. For example, during a singing activity, staff help children to share the musical instruments as they sing songs together.

Children's welfare and wellbeing: Expected standard

Leaders and staff plan transitions with parents and carers, using flexible approaches to meet the needs of all children. Overall, children are supported when moving to a new setting or room for older children, with additional time where needed. Time with a new key person helps all children settle, and particularly those with special educational needs and/or disabilities or other barriers to learning and wellbeing.

Overall, staff respond well to children's needs, emotionally and physically. They change babies' nappies regularly and support older children to use the toilet as they learn to manage their own personal care needs. Staff do not consistently help children to do things for themselves to support their independence.

Leaders provide a healthy diet, including a range of fruits and vegetables with each meal. Staff supervise children when they are eating and promote children's good manners and social skills. Staff talk to the children about the benefits of the food that they eat, promoting their knowledge of healthy lifestyles.

Children have daily access to outdoor play and exercise to support their physical health and wellbeing. Children access a range of physical activities, such as running, climbing, jumping, pulling and pushing. Babies and children are monitored during sleep times, in a safe and nurturing environment.

Leadership and governance: Expected standard

Staff morale is high in the setting, and leaders prioritise staff wellbeing by offering regular supervision and check-ins. Staff say they feel valued and listened to by leaders and know how to access additional support when needed. Leaders recognise workload pressures and support when needed to ensure that staff can fulfil their roles effectively. The support in place contributes to a positive, motivated team culture. Recruitment processes are thorough to ensure that staff are safe and competent to work with children.

Overall, leaders are reflective and ambitious about areas for improvement. They reflect on the care and education that they offer through daily briefings and adapt their practice accordingly. Professional learning for all staff is prioritised, enabling staff to fulfil their roles appropriately.

Typically, leaders are aware of local issues, such as high unemployment and deprivation. They work to support children, especially those with barriers to their learning or wellbeing, to have a broad range of experiences in the community. For example, visits to the dentist, the local library and the museum gardens are part of the curriculum to enable all children to understand their local community.

Leaders and key persons share information on children's learning with future settings. This supports continuity in children's care and education. Leaders are proud of the parent and carer partnerships they have developed, and they place great value on these relationships. As a result, parents and carers say they feel very well supported by leaders and staff.