Tiny World Mansfield

Tiny World Mansfield Layton Avenue, Mansfield, Nottinghamshire, NG18 5PJ

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Inspection date

Previous inspection date 17 August 2015 5 December 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

 Teaching is good. Children are motivated, engaged and are becoming independent learners. This is because practitioners provide a wide range of exciting and stimulating activities, both indoors and outdoors.  There is a strong focus on developing the early language skills of some groups of children in the nursery. This is because monitoring has shown that this is the area of learning most in need of support. This early help means that children are now making good progress in readiness for school.  Children are happy, content and confident in the nursery. They have formed strong attachments with their key person. This is because practitioners have a warm and caring manner and take time to get to know children and their families.  Practitioners fully understand child protection procedures. They know what to do if they have concerns about children. This means children are protected and kept safe from

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This provision is good

harm.  The manager and her team reflect on their practice and put detailed action plans in place if they identify improvements that can be made. Therefore, they constantly meet the needs of all children who attend the nursery. Parents fill in questionnaires so their views are also taken into account when planning improvements.

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It is not yet outstanding because:

 Opportunities are not always taken to observe and share good practice and enhance the already good teaching skills of practitioners.  Practitioners do not always gain precise details from parents about what children know and can do on entry to enhance their planning for children's future learning.

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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

 strengthen the monitoring of practitioners' practice to raise the quality and consistency of teaching more swiftly, in order to promote children's rapid progress  explore further ways to help parents share what they know about their child to promote a consistent approach to supporting children's learning and development so they make best possible progress.

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Inspection activities

 The inspector spoke to practitioners and children at appropriate times during the inspection and held meetings with the deputy manager of the nursery.  The inspector carried out a joint observation with the deputy manager.  The inspector took into account the views of parents spoken to on the day of the inspection.  The inspector looked at children's records, planning documentation, evidence of the suitability of practitioners working in the provision and a range of other documentation, including policies and procedures.  The inspector observed children's activities both indoors and outdoors.

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who attend. This is good

Practitioners regularly review individual children's learning and development. They make accurate assessments of children's progress and use them to plan challenging activities. The focus is very strongly towards planning activities that promote the three prime areas, as they know they are the foundations for children's future learning. Consequently, children are making good progress in readiness for school. Parents are continually well informed about their child's learning. Practitioners also hold open weeks once a term to discuss children's progress more formally. Parents share information about children's starting points and the progress they are making at home. However, sometimes this information is not detailed enough for practitioners to plan precisely, so that children's progress can be fully maximised. Practitioners provide lots of new and unusual sensory activities for babies, so they are curious and become deeply involved in exploring them.

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who attend. This is good

They make sure these activities are available all week so babies can return to them and strengthen their learning. Outside, practitioners play alongside older children as they pretend to go shopping. They extend children's mathematical skills as they encourage them to count out the money for what they are buying.

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good

Children are supported to keep themselves safe. For example, practitioners remind them to hold on to the rail as they walk upstairs. Children's and babies' physical skills are particularly well fostered. They take risks and push their boundaries in the safe yet challenging environment that has been created. For instance, they enjoy running up and down the hill and practising their climbing skills outdoors. Meals and snacks are nutritious and well-balanced. Therefore, children are developing healthy lifestyles. Children of all ages get along well together. Practitioners are good role models and remind children they need to share and take turns. Children's independence is developing because practitioners give them time to do things for themselves. Children are emotionally well prepared for their next stage of learning. Practitioners share information with each other before children move rooms in the nursery. They also speak to teachers at the schools children

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good

will be moving to, so they can tell them about their individual needs.

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provision is good

Systems for tracking groups of children are effective. This is helping to close the gaps identified in the language development of some children in receipt of two-year-old funding and those who speak English as an additional language. Children with special educational needs and/or disabilities also make rapid progress given their starting points. The nursery works in close partnership with other agencies to meet children's needs. The manager and deputy have regular meetings with practitioners to talk about their practice and training needs. Some observations of practice are carried out to inform these meetings. However, the monitoring of practice is not yet embedded to ensure that good teaching continues to rise to a higher standard.

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Setting details

Unique reference number 253244 Local authority Nottinghamshire Inspection number 866713 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 50 Number of children on roll 57 Name of provider Anthony George Budden Date of previous inspection 5 December 2011 Telephone number 01623 420600

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Setting details

Tiny World Mansfield was registered in 2004. It is part of a chain of three nurseries run by the same provider. The nursery employs 11 practitioners. Of these, six hold appropriate early years qualifications at level 3 and one at level 2. The nursery opens from Monday to Friday all year round, except for bank holidays. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children. It supports a number of children who speak English as an additional language and 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

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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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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