Tiddlywinks

Tiddlywinks Stradbroke Primary School, Queen Street, Stradbroke, EYE, Suffolk, IP21 5HH

p.1

Inspection date

Previous inspection date 12 November 2015 29 March 2011

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The nursery's management team is effective in driving improvement. Staff demonstrate a strong commitment towards achieving excellence in all areas.  The nursery management team monitors the learning and development requirements well. This helps to ensure that any gaps in children's learning are quickly identified and any necessary interventions are sought.  Partnerships with parents are effective as staff are committed to working together with them to ensure continuity of care and learning for children. Parents are particularly well supported during times of crisis.  The quality of teaching across the nursery is good. Staff give high priority to identifying and planning for children's individual learning styles. This effectively supports children to be motivated and enthusiastic learners.  Staff support children's speech and language development effectively. They use signing and pictorial prompts to support children's developing vocabulary. Staff engage children

p.1

This provision is good

in conversation, ask questions to challenge their thinking and actively listen to what they have to say.  Children are happy and settled in this welcoming nursery. They build strong emotional attachments to their key person and the confidence to cope with new experiences.  Children behave well and respond positively to the high expectations of staff. Staff talk to children in a calm and respectful manner, gently reminding them about the need to share and take turns with popular resources.

p.1

It is not yet outstanding because:

 Staff do not make the best use of learning outdoors. They do not fully support those children who learn best from playing in the garden to develop their early reading skills.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 focus more closely on supporting the early reading skills of children who prefer to learn in the outdoor environment.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector spoke with staff at appropriate times throughout the inspection.  The inspector completed a joint observation with the provider.  The inspector held a meeting with the nursery manager and the provider.  The inspector looked at relevant documentation, such as the nursery's self-evaluation and evidence of the suitability of staff working in the nursery.  The inspector looked at activity planning, records of children's learning and a selection of policies and records.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

Management and staff understand the requirements of the Early Years Foundation Stage in order to ensure that they meet their legal duties. Reflective practice is fully embedded into their self-evaluation and used well to set challenging targets for improvement. Staff are enthusiastic and motivated to work towards providing outstanding teaching and learning opportunities for all children. An effective programme of supervision offers staff good support to continue to improve their practice. Safeguarding is effective. Staff have a thorough knowledge of child protection issues and know how to report concerns to ensure that they protect the physical and emotional well-being of children. Good procedures are in place to share information with others who provide care and learning for the children.

p.3

Quality of teaching, learning and assessment is good

Staff know the children well and what they need to do to support their continuing progress. Parents are encouraged to remain actively involved in their children's learning. Comments from parents interviewed at the inspection demonstrate that they feel well informed and have the highest regard for staff. Staff respond well to children's interests and join their play, chatting to them about what they are doing and supporting them in their play. Children readily consider what they need to do to make ice melt so that they can release the dinosaurs frozen inside it. They are encouraged to explore their ideas, such as using water, milk and bashing the ice with wooden hammers, to identify which method works best. Staff have used learning from training about literacy to support children's writing skills.

p.3

Personal development, behaviour and welfare are good

The key-person system is implemented well, supporting children to feel safe and secure in their relationships with staff. Children play confidently, moving independently between resources that have been developed to meet their individual interests and keep them motivated. Staff promote children's self-esteem through their consistent use of praise and encouragement. They support children to take ownership of their own conflicts and learn to compromise. Staff give notice of when activities need to change, giving children time to finish off what they are doing. Outdoor play is encouraged as part of promoting a healthy lifestyle. Children are encouraged to have regard for their personal hygiene. Older children confidently take themselves to the toilet and wash their hands afterwards. Children learn to keep themselves safe through everyday routines, such as the safe use of scissors.

p.3

Outcomes for children are good

Records indicate that children make good progress in relation to their starting points. Gaps between the attainment of groups of children are identified and managed well. Staff work well with the host school to identify how teaching and learning can be adapted as part of preparing children for school. For example, staff attended training in teaching phonics to support them in introducing this to children. Children develop the skills needed to be ready for school.

p.3

Setting details

Unique reference number EY421237 Local authority Suffolk Inspection number 874410 Type of provision Sessional provision Day care type Childcare - Non-Domestic Age range of children 2 - 3 Total number of places 24 Number of children on roll 12 Name of provider Havers Development Ltd Date of previous inspection 29 March 2011 Telephone number 07760573208

p.4

Setting details

Tiddlywinks was registered in 2010 and is one of three settings owned by Havers Development Ltd. Two members of childcare staff are employed at this nursery. Of these, both hold appropriate early years qualifications at level 4. The nursery opens from Monday to Friday during school term time. Sessions are from 9am to 12 noon with the option of staying for the lunch club between 12 noon and 1pm. The nursery provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Setting details

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Setting details

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

p.5