Tiny Toez Pre-School @ Hunter House

Tiny Toez Pre-School @ Hunter House Ground Floor Resource Centre, Hunter House, Hazel Grove, FELTHAM, Middlesex, TW13 4DN

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Inspection date

Previous inspection date 11/06/2014 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children have secure, trusting relationships with staff. Consequently, they are settled and growing in confidence.  There are sound assessment systems in place. Staff plan for children's emerging interests and next steps to aid their progress.  There is a focus on learning both in the indoor and stimulating outdoor environment which provides a strong base for children to develop confidence, independence and to explore.

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It is not yet good because

 There is a lack of resources, experiences and labelling, that reflect children's home languages to support diversity and build on the children's communication and language skills.  Staff do not work closely enough with parents of their key children to plan for and meet children's individual needs.

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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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Inspection activities

 The inspector conducted a joint observation with a manager and observed staff with the children.

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Inspection activities

 The inspector held discussions with the director, manager and deputy manager throughout the inspection.  The inspector held discussion with key persons and staff.  The inspector took into account the views of parents on the day.

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Inspection activities

 The inspector looked at various documents, including policies and procedures, risk assessments, staff training, records of children and evidence of the suitability of staff.

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Information about the setting

Tiny Toez Pre-School @ Hunter House registered in 2013 on the Early Years Register. It is one of five pre-schools run by Tiny Toez Pre-School Limited. The pre-school operates from a community centre situated in Feltham, located within the London Borough of Hounslow. Children are accommodated in a playroom and have access to an enclosed outdoor play area. The pre-school is open each weekday from 8am to 4pm, during school term time only. The pre-school supports children with special educational needs and/or disabilities and children who learn English as an additional language. The pre-school receives funding for the provision of free early education for children aged two and three years. There are currently 41 children on roll. The pre-school employs seven staff. Five members at the pre-school including the manager hold appropriate early years qualifications at levels 2 and 3, and two staff members are unqualified.

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must:

 ensure that all parents know who their child's key-person is; that the key-person fully involves parents in their children's learning by exchanging information on a regular basis, encouraging them to share their views, and enhance their children's learning and development at home

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must:

 ensure systems are in place to support children who speak English as an additional language to help build their vocabulary by extending the range of their experiences and enabling them to hear, see and use their own home language at the setting

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who attend

Children actively join in activities and enjoy their time in the pre-school. Staff have a sound knowledge and understanding of how to promote the learning and development of children so they make progress in all areas. Assessments of children support staff in planning suitably challenging activities that reflect their interests. These assessments also identify gaps in achievement. Appropriate action by the pre-school special educational needs coordinator secures early intervention, such as speech therapy, for children to narrow achievement gaps. However, with the exception of sharing concerns about children's development, partnerships with parents are not fully effective. Not all parents have viewed their child's learning journey record or met with their child's key person to discuss and to plan for their child's progress. Management have identified this as an area for development and are introducing parents' evenings and implementing a computerised

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who attend

system that will enable parents to view their child's progress. Staff share verbal information daily with some parents to discuss the children's achievements. However, currently not all parents are aware of their child's key person. As a result, information in not shared between home and the setting and this has an impact on children's progress.

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who attend

Children are able to access a broad range of toys and equipment. However, systems to support children who are learning English as an additional language are not effective. Positive images, experiences, resources and labelling that reflect diverse culture are not visible within the environment. Therefore, staff do not always use strategies that promote a sense of belonging or encourage the language development of all children during their activities.

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who attend

Staff fully understand and embrace the importance of outdoor play. Staff work alongside children putting together their obstacle course, encouraging them to make predictions as they position planks of wood across tyres. Children balance across stepping-stones and move quickly around on their bicycles, parking them in numbered parking bays, developing an understanding of number and a range of physical skills. They learn about size and shape as their explore bubbles while engaged in water play. They enjoy painting activities, freely expressing themselves in the fresh air, or simply sit with staff and enjoy quiet time reading books in a cosy shaded area.

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who attend

Children select and use activities and resources independently. They play with a purpose and concentrate on a chosen activity. Through a range of planned and self-chosen activities, their mathematical development continues to grow. For example, children learn about numbers and counting as they sing number rhymes. Staff encourage an understanding of shape and colour as children build their constructions. Children independently practise writing letters and numbers. They are skilled at early writing because they have good opportunities to use paint and other media in mark-making activities. For example, children explore texture while engaged in sand play. They use tools for a purpose developing muscles as they cut out different shapes in play dough, encouraged by staff. Literacy development and vocabulary are encouraged as children have opportunities to recite words and contribute to stories. There are sound procedures

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who attend

in place to support school readiness. Staff hold open discussions with children at circle time, encouraging confidence and self-esteem in their process of preparing to move on to school.

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

Children are happy and confident. They settle into pre-school life through a gradual parent separation process and parents say children are keen to attend. Parents complete All About Me booklets and this helps to ensure children's individual needs and preferences are clear from the start. The friendly welcome and positive and relaxed approach from staff has a very calming influence on the children. As a result, new children are happy, settle quickly and build close attachments with the staff. Staff are polite, and speak positively to the children, supporting them in recognising to respect and value others. Children make a positive contribution to the pre-school as they display polite and cooperative behaviour. They learn to show consideration for others and are able to share and take turns with popular toys.

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

There are sound hygiene practices in place, which promote children's well-being. Staff remind children to wash their hands with soap after using the toilet and before eating. They promote children's knowledge of a healthy lifestyle by offering healthy snacks. They independently serve themselves snack. This supports future life skills, an understanding of portion sizes and school readiness. Children sit together with staff at snack and meal times and chat about what they have been doing at the pre-school. This helps promote good future eating habits as they enjoy the social occasion. Systems are in place to ensure staff are fully aware of children's allergies and dietary requirements. Children help themselves to water that is readily available throughout the day, so that they do not get thirsty.

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

Overall routines, staff deployment and activities support the varying needs of the children in the pre-school throughout the day. Children learn about safety through discussions, such as how to keep themselves safe. They are involved in routine activities to develop their understanding of safety, such as tidying the toys or taking part in the regularly practised fire drill so they know how to exit the premises in an emergency. Staff ensure the health and physical well-being of children reflect their individual needs. The children enjoy participating in action rhymes and moving in time to music. They take part in regular physical activity, both indoors and outdoors, and develop their agility and coordination through exercise. They play ball games with staff and take risks safely as staff encourage them to challenge themselves on the large physical play equipment. This helps children to be physically active.

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provision

Systems to monitor and evaluate the educational programmes are in place. The manager and staff have developed assessment systems and this helps them to make informed decisions about the children's progress and next steps in learning. Staff work with parents and specialists involved with children with additional needs. However, at this present time staff do not share children's progress with all parents or provide all parents with opportunities to support their child's learning at home. Therefore, the learning and development of children is not maximised. The pre-school has effective systems for evaluating their priorities and in identifying future targets for implementation in order to improve their practice further. Parents contribute to this evaluation verbally through their input and suggestions. The manager plans to send out questionnaires over the forthcoming weeks to provide the pre-school with formal feedback to help them identify

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provision

Sound risk assessments are in place for the indoor and outdoor environment. This means that children are cared for in a safe environment where staff give a priority to children's safety. The majority of staff have completed safeguarding and first aid training. They demonstrate a full understanding of their responsibilities to safeguard children, and the procedures to take if they have a concern about a child in their care. Procedures for recruitment are effective; they include full vetting of all staff to ensure their suitability. Induction processes support staff in their understanding of their roles and responsibilities. Staff have regular supervision in which agreed targets are set to develop their skills and knowledge. Safeguarding procedures form part of supervision and team meeting agendas to support children's ongoing welfare. There are systems to monitor the impact of staff practice to promote the outcomes for children and support staff's continuous professional

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provision

development. All staff undertake training; management encourage them to build their knowledge to further challenge the children. These positive practices demonstrate staff's suitability and experience.

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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 EY468353 Local authority Hounslow Inspection number 945957 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 58 Number of children on roll 41 Name of provider Tiny Toez Pre-School Limited Date of previous inspection not applicable Telephone number 07790595008

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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

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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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