Tiddlywinks Pre School (Bessacarr)

Tiddlywinks Pre School (Bessacarr) 8 Bawtry Road, DONCASTER, South Yorkshire, DN4 5NW

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Inspection date

Previous inspection date 11 June 2015 6 June 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

 Children benefit from a wide range of play experiences to support their learning and development. The manager checks children's progress, files and the planning. Staff plan for and set up areas of play to encourage children's interest further. This means children's learning is extended through play, discussions and within group activities.  Staff are good role models as they effectively manage children's behaviour and talk about the importance of safety throughout children's activities. As a result, children develop good cooperative skills and form good relationships when playing together.  Children with special educational needs and/or disabilities and their families are supported well because of early identification and intervention. This promotes a secure partnership with other professionals to support children's individual needs.  Staff have a good knowledge of the safeguarding procedures and understand their

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This provision is good

roles and responsibilities for child protection. This means children are kept safe.  The qualified staff have a good understanding of how young children learn and develop. They use a wide range of teaching strategies to focus children's curiosity. This helps children to be involved and to concentrate on the activity. Consequently, children are prepared for the next steps in their learning and school.

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It is not yet outstanding because:

 There are fewer resources always made available to fully support children's interest in technology and consistently promote their early writing skills in the role-play areas.  Staff do not always maximise opportunities for all parents to contribute what they know about their children's learning and achievements at home on an ongoing basis.

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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

 increase opportunities for children to use early writing materials and simple technology resources within their everyday imaginative play, for example, in the role-play areas  strengthen how information from parents about their children's ongoing achievements at home is gathered and shared, in order to enhance continuity for children's learning and development further.

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Inspection activities

 The inspector observed activities in the main room and in the outdoor play area. She also spoke to the children and staff members during the inspection.  The inspector viewed a range of documents, including children's records, files containing observations, planning and tracking of children's progress.  The inspector looked at evidence of the suitability and qualifications of staff working at the pre-school. She also looked at the pre-school's self-evaluation, and a selection of policies and risk assessments.  The inspector held meetings with the director and the deputy manager. She also carried out a joint observation with the deputy manager.  The inspector took account of the views of parents through discussion.

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who attend. This is good

The quality of teaching is good as staff effectively promote children's learning and development through interesting and challenging activities. For example, children recognise numbers by placing toy ducks to the corresponding number requested by staff. This means children's mathematical skills are promoted well. Staff regularly observe children and establish in-depth planning for children's next steps in learning, which the manager monitors. Children who speak English as an additional language are supported well. As a result, all children make good progress from their starting points. Children eagerly embrace imaginative role play, such as being a doctor and caring for their friends, but when they want a telephone, these simple technological resources are not freely available. This means children cannot easily select equipment for particular purposes to further enhance their imaginative play. Also, items to increase children's early writing

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who attend. This is good

skills, such as paper and pencils, are not available in role-play areas to encourage children to make marks. Partnerships with parents are positive. Parents are encouraged to share information about children's care needs before they start and to view their child's file regularly. However, staff do not always encourage all parents to share what they know about their child's learning from home, so staff do not have a comprehensive picture of children's development on an ongoing basis.

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good

There is an effective key-person system in place, which ensures children form secure attachments and develop positive relationships. Children's good health is supported because snacks are varied and nutritious. Children independently access snacks and clear away their plates, which inspires confidence and self-esteem. Children participate in physical activities, indoors and outdoors, which supports their development effectively. They enjoy running, building with construction blocks, and exploring water, sand and dough. They learn how to use tools safely, such as scissors, because staff demonstrate how to use them and remind children that scissors can cause cuts. This supports children's all-round development and understanding of managing risks in a variety of experiences.

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provision is good

The staff understand their responsibilities to meet the requirements of the Early Years Foundation Stage. Thorough recruitment procedures ensure all those who work with children are suitable to do so. Annual appraisals and regular supervisions with all staff are completed. Staff access local training, such as sign language, to meet children's identified needs. Sign language is used and cascaded to all staff, so they can use this in their daily practice to aid children's progress. Links with local schools are established, which ensures staff work in partnership and share relevant information. The staff use ongoing self- evaluation to review the pre-school and gather feedback from parents. This helps to identify areas for improvement and plan targets. This was a recommendation from the previous inspection, which shows a commitment to developing the pre-school further.

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Setting details

Unique reference number EY416442 Local authority Doncaster Inspection number 851722 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 32 Number of children on roll 28 Name of provider Tiddlywinks Pre School (Bessacarr) Ltd Date of previous inspection 6 June 2011 Telephone number 07931702351

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Setting details

Tiddlywinks Pre School (Bessacarr) opened in 1972 and re-registered in 2010. It employs seven members of childcare staff, all of whom hold appropriate early years qualifications at levels 3 or 5. The pre-school opens Monday to Friday all year round, excluding bank holidays. Sessions are from 8am until 6pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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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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