Tiny Turtles Preschool Paulsgrove

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff have high expectations for all children. They understand what it is they want children to learn during their time at Tiny Turtles. Children learn to be independent from the earliest days at the setting.

They put away their bags and coats when they arrive and pour their own drinks. Children confidently show their familiar adults where to find their dry clothes after an engaging water-play activity. Children develop a sense of pride in their achievements, such as when they manage to open their crisp packets at lunch.

Staff encourage children to develop friendships with their peers. They are positive role models for... children and work effectively as a team to support children in the setting. Children learn to communicate with their peers and staff.

All children develop effective forms of communication through spoken words or by using signs and gestures. This helps them to make their needs known. Children enjoy outings to the local community.

They go to see the horses in a nearby field and play on the physically challenging equipment at the park. Children benefit from learning about the wider world around them. They learn a good range of skills as they play.

For example, turn taking and sharing will help them as they move on to the next stage in their education.

What does the early years setting do well and what does it need to do better?

Staff recognise that children enjoy outdoor learning. They allow plenty of uninterrupted time for children to play and learn outdoors.

Staff plan an exciting range of activities to engage children and support their learning. Children are self-motivated and fully explore the setting.Staff are consistent in their approach to teaching children the setting's boundaries.

For example, children learn to sit down to eat and take turns on the climbing frame. This continuity helps them to feel safe and secure in the staff's attentive care.Children enjoy activities to support their mathematical development.

They count, predict and compare as they play with 'counting bears'. Staff challenge children to further their mathematical knowledge by asking them thought-provoking questions. Children develop a deep understanding of early mathematics.

Staff build on what children already know and can do. When children are confident in identifying colours, staff introduce them to shades and tones. Children enjoy exploring the concepts of colour in a wide range of fun ways, such as with dough and building blocks.

Children take part in adult-led group activities to support their learning. They enjoy story time, listening activities and sorting activities. However, staff do not always consider the learning needs of all the children in groups.

At times, children are not engaged and their learning is not supported effectively.Staff know their key children well. They make time for unhurried, quality interactions when children first start at the setting.

Staff support children's emotional well-being effectively.Children learn about making healthy choices and effective hygiene. They discuss with staff what to choose for their lunch and wash their hands before eating.

Children develop an understanding of a healthy lifestyle.Staff support children to learn strategies to take turns and share resources. They suggest a turn-taking game.

Staff use the opportunity to remind children of the names of their peers as they play. This helps children to make friends.The staff work well together.

However, at times, the organisation of daily routines does not support all children effectively. Children can be disturbed and distracted by others, particularly during lunchtimes.Staff communicate well with each other.

They are positive role models for children. Children behave well at the setting.Staff have good support from the management team to develop their skills.

The manager knows how her staff learn best and is an effective role model to support their practice. The staff are continually developing and thinking of new ways to support the children they care for.Parents are involved with and engaged in their children's time at the setting.

They know what their children are learning and how staff are supporting them. Parents are very positive about the care their children receive.

Safeguarding

The arrangements for safeguarding are effective.

Staff understand their roles and responsibilities towards children and promoting their well-being at all times. They know what procedures to follow if they have any concerns about children's welfare. Staff are confident to discuss child protection and a range of wider safeguarding issues, such as keeping children safe online.

The manager has a robust procedure for recruitment and checking the ongoing suitability of staff. Staff use a range of tools effectively, such as risk assessments, to ensure the safety of the environment for children to play and learn in.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: help staff to review the effectiveness of adult-led activities and ensure they meet the learning needs of all children support staff to reflect on the organisation of daily routines so that they support all children effectively.