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
Inspection report: 2 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
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.
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.
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.
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.
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.
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.
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.

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.
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.
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.
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.
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.
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.

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.
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.
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.
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.
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.
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.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
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.
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.
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.
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.
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.
About this inspection
The inspector spoke with leaders, staff, and parents and children during the 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.

Inspector:
Lisa Grundy
About this setting
Unique reference number (URN): 2792364
Address:
50 Barton Road, Urmston
MANCHESTER
M41 7WA
Type: Childcare on non-domestic premises
Registration date: 21/08/2024
Registered person: Tiny Turtles (Urmston) Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Trafford
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 2 July 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
43

Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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