Tiny Turtles Daycare Urmston

Tiny Turtles Daycare Urmston

Unique reference number (URN): 2792364 Address: 50 Barton Road, Urmston, MANCHESTER, M41 7WA Type: Childcare on non-domestic premises Registered with Ofsted: 21/08/2024 Registers: EYR, CCR, VCR Registered person: Tiny Turtles (Urmston) Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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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.

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Achievement Expected standard

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.

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Achievement Expected standard

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.

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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.

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Behaviour, attitudes and establishing routines Expected standard

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.

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Behaviour, attitudes and establishing routines Expected standard

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.

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Behaviour, attitudes and establishing routines Expected standard

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.

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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.

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Children's welfare and wellbeing Expected standard

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.

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Children's welfare and wellbeing Expected standard

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.

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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.

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Curriculum and teaching Expected standard

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.

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Curriculum and teaching Expected standard

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.

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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.

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Inclusion Expected standard

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.

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Inclusion Expected standard

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.

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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.

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Leadership and governance Expected standard

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.

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Leadership and governance Expected standard

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.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are happy and settled at this welcoming nursery. They are greeted by a friendly staff team who have taken time to get to know each child that attends the nursery. The nursery's effective key-worker system helps children form positive relationships with the staff. This helps children to feel safe and secure at the nursery.

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What it's like to be a child at this setting

Staff plan and prepare activities for children based on their interest and next steps; they are able to do this through well-established settling-in sessions. Parents and carers provide information required for the staff team to plan meaningful experiences for children. Children with special educational needs and/or disabilities and those who face barriers to their learning make steady progress from their starting points. For example, staff adapt activities to ensure all children are included, such as visual prompts, to support the daily routine.

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What it's like to be a child at this setting

Children are becoming school ready and follow routines well from a young age. Children leave their parents at the entrance. Younger children take their shoes off, and older children hang their coats and bags on their pegs. Younger children have already started to foster a love of books; they freely access story books to share with the staff. They cuddle into their key workers and turn the pages with delight for what is coming next in the story. Staff sing traditional nursery rhymes with the children; they smile with delight. This supports children's language and communication skills.

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What it's like to be a child at this setting

Children have opportunities to learn indoors and outdoors daily. Children enjoy exploring play dough indoors, manipulating the dough to strengthen their muscles in their hands to support early writing. Children enjoy learning about planting and how to look after plants outdoors. They also enjoy using their imagination skills making different potions and pies. Children work together, taking turns which helps them show respect for each other. Children behave well, they follow instructions, such as washing their hands before mealtimes, and tidy-up time to ensure the nursery stays safe for children and staff to move around. Children's attendance is closely monitored; this helps children form good routines and become school ready. Parents speak highly of the leaders and staff at the nursery they feel the nursery are approachable. They take time to get to know each child and keep them well informed of their child's progress.

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Next steps

Leaders should review mealtimes with older children to minimise waiting times and promote even more independence skills to prepare children to become school ready. Leaders should strengthen the consistency of using individual next steps to extend children's learning. Leaders should help staff further to support children's oral health and online safety to help keep them safe and healthy.

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About this inspection

The inspector spoke with leaders, staff, and parents and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Address:

50 Barton Road, Urmston MANCHESTER M41 7WA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tiny Turtles (Urmston) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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