Tom Thumb Nursery (Abbots Bromley) Ltd

Tom Thumb Nursery (Abbots Bromley) Ltd Tom Thumb Nursery, Schoolhouse Lane, Abbots Bromley, Rugeley, Staffs, WS15 3BT

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Inspection date

Previous inspection date 28 May 2015 2 November 2011

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The management team is well qualified and have an in-depth view of the educational programmes. The team has developed effective systems to promote high expectations for all children's learning and development. Consequently, teaching is of a good quality.  Children make good progress in their learning and development. This is because all staff are highly skilled in guiding children's learning as they play.  The key-person system is effective. Children form strong and caring relationships with familiar adults. This reinforces their self-confidence and emotional well-being.  Children benefit from successful communication methods used to involve parents in nursery experiences. Staff take every opportunity to involve them in their child's daily care and how they can develop their child's active learning at home.  Strong partnerships with other professionals ensure that all children receive continuity

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This provision is good

in their care and prompt support when needed. This means that children with special educational needs and/or disabilities, receive excellent levels of support.  The provider and leaders fully understand their responsibilities with regard to the safeguarding and welfare requirements. As a result, staff know how to keep children safe. They are always alert to the signs that may indicate that a child is at risk of abuse or neglect.

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It is not yet outstanding because:

 Some staff are not as highly skilled as others in consistently promoting rich and varied play, and learning experiences for children.  The well-resourced nursery is not always imaginatively organised to provide a highly stimulating environment that helps children to explore their fascinations and interests.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 develop all practitioners' skills and attributes, to further improve the quality of planning for children's next steps in their learning and development  enhance how toys and resources are displayed to inspire children to explore recent learning, practise new skills, and to follow their own interests.

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Inspection activities

 The inspector observed teaching and learning activities, speaking to children at appropriate times while they played.  The inspector carried out a joint observation with the provider, and discussed the effectiveness of supervision and monitoring of practice.  The inspector checked evidence of the suitability and qualifications of staff working with children.  The inspector held meetings with the provider and the management team. She also had discussions with other staff members about their roles and responsibilities, including safeguarding.  The inspector looked at evidence of self-evaluation, including the views of other professionals and parents from contributions made in documentation, and those spoken to on the day of inspection.  The inspector looked at a range of documentation, which included the safeguarding policy, children's learning and assessment records, and the planning information

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who attend. This is good

Toddlers playing in shaving foam are encouraged to investigate and have a go. Those who are not yet confident to explore the texture with their hands know where to find brushes, spoons and scoops that they can use. As toddlers begin to develop their own ideas, staff provide a narrative for what they are doing. This helps children to understand sensory and physical exploration. Staff are familiar with the nursery's robust systems for recording children's achievements. This allows them to quickly identify any gaps in development. Nevertheless, some staff are not yet skilled in planning for the highest levels of learning as possible. This means children are not consistently provided with the highest levels of challenge in their learning. Staff help older toddlers who are moving on to a new room to explore the resources available. As children create pictures with colouring pens, staff help them to consider what their marks represent. Older children who are confident in forming

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who attend. This is good

familiar letters in their name, begin to write their names on their drawings. Staff then demonstrate, and through meaningful interactions help children to concentrate on writing the remaining letters in their name. This helps prepare them well for the move to school.

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good

Children benefit from continuous outdoor learning and play experiences, which ignite their curiosity and promote their good health, well-being and physical skills. They pedal bikes, play on scooters and practise their climbing skills on the slide. In addition, babies and toddlers are able to explore physical experiences set out by staff. Outdoors, children make independent choices and negotiate with others to decide what they want to play with. As a result, children play cooperatively and gain the necessary skills to support their future learning. Babies come to their key person for reassurance at times throughout the day. They cuddle in together as they read a story and happily join in with turning the pages. This reinforces children's sense of belonging so that they feel secure to explore their surroundings. Sometimes indoor toys and resources are not displayed in the most attractive way. This means that children are not always enticed to explore recent learning

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good

further and follow their own interests, to help them to become active learners.

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provision is good

The provider operates a successful system for recruitment and professional development. This covers induction, supervision, appraisal and training for all staff. As a result, staff are well qualified with arrangements made for ensuring their continued suitability and professional development. Leaders and managers are highly motivated, and strive for excellence and continuous improvement. Parents comment favourably stating, 'From day one, the nursery has worked alongside me in supporting my child's individual needs'. Leaders have a good overview of children's needs through effective systems used for tracking assessments of children's development. This includes how they prioritise learning for particular groups of children. This results in some suitably challenging planned activities for small groups of children who are working above their expected age range.

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Setting details

Unique reference number EY427530 Local authority Staffordshire Inspection number 852793 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 9 Total number of places 42 Number of children on roll 108 Name of provider Tom Thumb Nursery (Abbots Bromley) Ltd Date of previous inspection 2 November 2011 Telephone number 01283840170

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Setting details

Tom Thumb Nursery (Abbots Bromley) Ltd registered in 2007 and operates from the site of Richard Clarke First School, in Abbots Bromley, Staffordshire. The setting is open from 7.45am to 6pm, Monday to Friday for 48 weeks of the year. The nursery employs 16 members of childcare staff. Of these, one holds Early Years Professional status and 13 hold appropriate early years qualifications at level 3. The nursery provides funded early education for two-, three- and four-year-old children. It supports a number of children with special educational needs and/or disabilities.

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Setting details

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

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

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Setting details

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Setting details

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

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