Tiggers @ Tetbury

Tiggers @ Tetbury The Cedars, Quercus Park, Quercus Road, Tetbury, GL8 8HH

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Inspection date

Previous inspection date 21/05/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Staff make full use of the high-quality resources and equipment to provide children with interesting, challenging activities. They have high expectations of children and help all make good progress, including those learning English as an additional language.  The provider has commissioned high-quality premises. Staff maintain these to an exceptionally high standard of hygiene. The premises' design helps staff keep children safe, along with the staff team's stringent attention to safeguarding.  Relationships are strong across the nursery and with parents. These help children to form secure emotional attachments and gain confidence. Staff prepare children for times of change extremely well, including for the eventual move to school.  The management team has high expectations for the staff team's professional development and encourages staff to gain further qualifications to drive improvement.

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It is not yet outstanding because

 While staff have high expectations of children, the content of some adult-led group activities is sometimes too hard for children to understand.  Some routines, such as snack time, interrupt children's chosen play, particularly that of the older children in the pre-school and pre-prep rooms.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector viewed children's activities in each room and outdoors.  The inspector undertook a joint observation with the manager.  The inspector had a discussion with the provider and manager.  The inspector talked with staff, including the cook, some children and parents.  The inspector scrutinised a range of relevant documentation.

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Information about the setting

Tiggers@Tetbury originally opened in 2001 and was re-registered by Ofsted in 2013 at new premises. It is one of three nurseries managed by Tiggers Nurseries Ltd. The nursery is in a new, purpose-designed, single-storey building on the outskirts of Tetbury, Gloucestershire. Children are based in one of five rooms, each with its own outdoor space with a safety surface. There are several grassed areas for children's use. The nursery is open each weekday from 7.30am to 6pm for 51 weeks of the year, excluding bank holidays and a week at Christmas. It is registered on the Early Years Register and on the compulsory part of the Childcare Register.

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Information about the setting

There are currently 101 children aged from birth to under five years on roll. The nursery receives funding for the provision of free early education for children aged two, three and four years. There are 15 staff members working directly with the children, including the manager. Of these, 13 staff hold appropriate early years qualifications with two working towards a relevant qualification at level 3. Three staff are gaining qualifications in leadership and management. There are three staff who hold early years professional status, including one who holds a degree in Early Childhood Studies, and another who also holds qualified teacher status.

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To further improve the quality of the early years provision the provider should:

 re-assess the use of group times across the nursery with regard to their frequency and content, so these do not interrupt children's self-chosen play too often and their content is closely matched to individual children's capabilities.

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who attend

The staff team make effective use of their knowledge and skills to provide children with interesting and challenging activities that motivate them to learn. The quality of teaching is good and promotes all areas of learning well. All children make good progress, including those learning English as an additional language. Children are accommodated according to age, but staff take a flexible approach and move children to another room when ready, so progress is not held back. Across the nursery, staff provide children with well-thought-out learning environments that offer interesting and challenging experiences. Staff plan the different rooms so that children can choose what they wish to play with indoors and outside by easily helping themselves to materials and resources. This motivates children's play effectively because they undertake activities of personal interest. For example, those who enjoy physical play show good skills in steering ride-on toys, manoeuvring carefully

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who attend

around other children to avoid accidents. Older children learn to register their presence on arrival by using technological equipment in the pre-preparatory (pre-prep) room. This arrangement helps children become independent learners ready for the next stage in their development.

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who attend

Teaching encourages children to learn through exploration. Staff move around supporting children individually or in small groups as they engage their selected play. Children show they enjoy their play because they sustain it well. For children in the two older-age rooms, however, staff arrangements for snack-time interrupt this useful play, so children cannot always complete what they do to their own satisfaction.

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who attend

Staff place high emphasis on developing children's communication and language skills, having gained ideas from a national training programme. Communication and language permeates across all activities. For example, enthusiastic and skilful teaching in a physical education (PE) session for the oldest children promoted their communication and language skills as well as their physical development effectively. The children listened attentively and followed instructions eagerly. Their progress is supported well because staff speak clearly, place emphasis on key words and provide clear instructions. Children learning English as an additional language progress quickly from their starting points on entry, so gaps in their learning close, as a result of good one-to-one teaching. Staff use well-chosen stories to help younger children find their voices, so they try to make new sounds, such as 'roaring' like a lion. Babies are talked to by skilled staff who make eye contact with them

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who attend

and understand the importance of talking to these very young children during routines, such as when feeding and changing their nappies.

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who attend

Staff have high expectations for children and want them to succeed. On occasion, however, these expectations are too high for some children to ensure they gain the most from planned activities. For example, the older children's group times for literacy are not always closely matched to children's individual capabilities. This means some children are expected to learn too many letters and letter sounds at once, rather than those that are meaningful to them. Similarly, in the toddler room, there is an expectation that all children are ready to join in with group activities when they are not. In both cases, this expectation results in some children gradually losing interest in the planned activity and learning stops.

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who attend

The quality of relationships across the nursery is a strength of the provision. The staff team in each room has consistent expectations of children's behaviour relative to children's ages that children understand. These expectations contribute to children's emotional security and to children's excellent behaviour. Children get on extremely well together. They learn to share and to take turns. They show they are being well prepared for the next stage in learning and the eventual move to school.

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The contribution of the early years provision to the well-being of children

Staff make full use of the nursery's excellent facilities and high-quality equipment to promote children's well-being to an extremely high standard. The state-of-the-art premises contribute to children's safety and security. No visitors can enter unchallenged owing to a finger-print entry system which helps keep children safe. Staff maintain the nursery's cleanliness exceptionally well indoors and out. The kitchen has a five-star environmental health rating with no recommendations for improvement. The staff team's excellent attention to hygiene maintains children's good health.

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The contribution of the early years provision to the well-being of children

Staff use the light and spacious nursery rooms to help children develop high levels of confidence. Each room has a purpose-designed, spotlessly clean, children's toilet or nappy changing area. Staff use these areas effectively to help children gradually learn to manage their personal needs, so they are prepared to move to the next nursery room. Older children manage with few reminders. They use the low-level room sinks to wash their hands and pallets after painting and know to use the wash basins after visits to the toilet. They wash hands thoroughly, proudly showing how they do this. Therefore, they gain valuable self-help skills in preparation for the eventual move to school.

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The contribution of the early years provision to the well-being of children

The nursery's design provides all children, including babies, with a change of scene and regular access to outdoor areas through the day. Staff encourage children to play outside, which children are keen to do. This means they gain a positive attitude to being outdoors. Staff are mindful of the warm spring sunshine, keeping babies indoors during the brightest times of day to protect them from the sun. Staff teach children, from toddlers up, how to care for themselves in such weather. A three-year-old eagerly went outside, hesitated, and then returned indoors to fetch a sunhat, unprompted by staff. Staff are good role models, for example they wear sunhats themselves, which helps children learn that doing so is important.

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The contribution of the early years provision to the well-being of children

Staff use a wealth of equipment to encourage children's physical development and to teach them new skills. Older children benefit from planned PE sessions to help them prepare for the move to school. During the inspection, they changed into suitable clothing competently, knew how to find a space and showed growing dexterity while enthusiastically practising catching, throwing and batting balls during a well-organised session.

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The contribution of the early years provision to the well-being of children

The majority of children spend all day at the nursery where they receive much individual attention from caring, friendly staff. Praise from staff boosts children's self-assurance. Children readily talk to visitors, showing considerable confidence. Staff follow home routines with babies for feeding and sleeping, which help them settle in and feel secure. Staff provide facilities for mothers to come in and breastfeed should they wish to do so, showing the flexible approach taken to meeting babies' needs and parents' wishes. Toddlers gradually adapt to nursery routines, but can still have a nap when needed. Sleep rooms are quiet and sleeping children closely monitored through a variety of systems including two-way glass. No children were heard crying throughout the inspection because their needs were constantly met exceptionally well. Fresh air, exercise and a healthy diet, plus kindness and attention, contribute to all children, including babies, being extremely

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The contribution of the early years provision to the well-being of children

emotionally secure because their care needs are extremely well met. Hence, they are ready to learn.

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provision

Management has a detailed understanding of the Early Years Foundation Stage. Arrangements for safeguarding children are comprehensive with children's safety and well- being central to the staff team's work. The provider has planned many aspects of the new premises, with the highest-quality building specification to maintain children's safety and well-being, and to provide them with excellent play spaces as well as a wide range of modern technology. This planning shows a detailed understanding of responsibilities in meeting the safeguarding and welfare requirements. Management monitors the implementation of these requirements efficiently so all are met. Each room has detailed procedures, check lists and reminders relevant to the ages of children to keep them safe. These show who is responsible for tasks and when these have been undertaken. These processes have evolved from a detailed risk assessment that helps maintain children's

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provision

Staff receive regular safeguarding training and are aware of the procedures to follow if they have any concerns about children's welfare. The provider oversees extremely rigorous recruitment procedures. This selection process includes time working in the nursery to assess an applicant's skills and potential. This thorough process ensures that children receive care and education from fully checked and suitable staff. The provider has high expectations of the staff team, not only in regard to qualifications and skills, but for standards of dress, self-presentation and hygiene. This high standard results in staff taking a pride in their work and working enthusiastically with children, which is a positive model for them.

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provision

The provider has a clear understanding of her responsibilities for meeting the learning and development requirements. This is shown by the way in which the nursery is planned and equipped to promote active exploratory play, so children learn through first-hand experiences. Management has a dedicated Special Educational Needs Coordinator and knows where to obtain outside professional support should this be required. The management operates an effective key-person system that uses the skills of more experienced staff extremely well. These staff provide effective support for each child and family on starting at the nursery, so children settle quickly. A back-up buddy system adds a further layer of support to continue to meet children's needs well if a child's key person is absent. This shows good use of staff skills and qualifications by the management team. Key persons monitor children's progress through regular observations and assessments.

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provision

Occasionally, however, children are expected to achieve beyond their capabilities owing to the way some group times are organised, so their interest wanes.

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provision

Management has effective systems for staff supervision and performance management to help drive improvement. Staff have opportunities to gain further qualifications because the provider wishes to have a highly-qualified team in order to enhance the quality of teaching. Staff improve their teaching skills through relevant training, such as in using science with early years children. Staff enthusiastically reported how they have tried new activities, such as the investigation of mixing oil and water, stemming from this training to encourage children to experiment. This process results in a broadening of children's experiences and keeps staff enthusiastic about their roles. Although it is early days for this newly registered nursery, management recognises the importance of evaluation for the nursery's future development. Management uses the Ofsted Evaluation Schedule combined with a recognised quality assurance scheme to

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provision

evaluate the provision. Areas for development are identified accurately and an action plan has evolved with suitable aims for improvement. Parents report they know they can contribute their views, for example, through the nursery's suggestion box.

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provision

Parents speak warmly of the nursery reporting that staff are 'friendly and approachable', that their children are happy, and that they believe children are well prepared for school. Parents are kept up-to-date on children's progress through a variety of ways, including use of different media. Technological applications (Apps) are suggested, particularly for parents of the older children, so parents can use current media to help support learning at home in preparation for school. Staff have established communications with a number of schools locally and further afield. These actions all support the process of preparing children well for the move to school.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number EY473582 Local authority Gloucestershire Inspection number 949153 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 82 Number of children on roll 101 Name of provider Tiggers Nurseries Ltd Date of previous inspection not applicable Telephone number 07799 622128

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Setting details

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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