Tiny Treasures Daycare & Education

Tiny Treasures Daycare & Education 290 Hobmoor Road, Small Heath, Birmingham, B10 9HH

p.1

Inspection date

Previous inspection date 26 November 2015 8 January 2015

p.1

3

Previous inspection: Requires Improvement

p.1

3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

p.1

This provision requires improvement. It is not yet good because:

 Key persons do not always spend enough quality time with their key children to best promote their development.  Staff do not always plan and provide activities that promote children's individual learning needs well. Not all children make the best possible progress.  The routines of the setting are not always consistently implemented to help best prepare children for the next stage of their learning.  Managers do not reflect closely enough on the overall quality of the provision to swiftly raise the standard.

p.1

It has the following strengths

 Leaders and managers make use of documentation, policies and procedures to underpin the care practices they provide. Children's safety and welfare are promoted.  Staff promote children's physical well-being effectively. They teach children about being healthy. Staff help children and their families to learn about the importance of eating well and taking regular exercise.  Staff help older children to develop the confidence and independence they need to move on to school. They learn to play well with others, express their ideas and manage their own care needs.  The environment is welcoming and well resourced. Most children keenly explore and generally enjoy their time at the nursery.

p.1

What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

p.2

Due Date

 improve staff's interactions with children so that key persons spend quality time with their key children to best promote their learning needs 29/02/2016

p.2

Due Date

 sharpen the focus of the planning so that activities provided enhance the progress of all children to the highest level, with specific regard to disabled children and those with special educational needs. 29/02/2016

p.2

Due Date

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

p.2

Due Date

 review the routines of the setting so that they more consistently help to best prepare children for the next stage of their learning  strengthen the evaluation of the setting to accurately identify and implement the changes required to swiftly raise the overall standard of the provision.

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 completed a joint observation with the manager.  The inspector held a meeting with the manager. She looked at relevant documentation, such as the self-evaluation and evidence of the suitability of staff working in the nursery.  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 requires improvement

The management team does not have a clear overview of the quality of the provision to ensure all requirements are met. Managers do not reflect closely enough on the standard of the provision, with particular regard to the activities planned and key persons' interactions with the children. Targets for improvement are not precise enough to swiftly implement the changes required to improve the outcomes for children. The majority of the staff team is well qualified. Staff benefit from training opportunities to keep their knowledge and skills up to date. They also have regular meetings with management and are coached in their roles as required. This has had a positive impact on ensuring the actions from the last inspection have been addressed to an extent. Managers recognise the need to further improve and aspire to provide good quality care and education for all children. The arrangements for safeguarding are effective. The designated safeguarding

p.3

Effectiveness of the leadership and management requires improvement

officers and staff have a clear understanding of the safeguarding policies and procedures that are in place. This helps to protect children from harm.

p.3

Quality of teaching, learning and assessment requires improvement

Staff do not always make the best use of what they know about children's development to promote their individual learning at the highest level. They do not always plan and provide a wide range of activities and experiences that successfully motivate and inspire all children to participate and learn. Children, specifically those who need additional support, do not make the best possible progress because they are not helped to reach their full potential. Management review children's progress and have a general overview of their individual achievements, so that no child falls behind. Staff work in partnership with parents to share information about children's learning and care needs. Children benefit from some continuity in the promotion of their learning between the setting and home.

p.3

Personal development, behaviour and welfare require improvement

A key-person system is established. Children are well cared for. Staff are caring and approachable. Children form positive relationships with them and demonstrate they are generally happy in their care. However, key persons do not always spend enough quality time with their key children. Sometimes, they interact with them very little during a session. Therefore, children's individual learning needs are not best promoted. Children's social and emotional skills are mostly promoted well. They learn to behave well, respect each other and follow the simple rules that are set. However, sometimes the routines of the setting are unclear. Children do not always know what is happening next, they are unsure about joining in and their play is occasionally interrupted.

p.3

Outcomes for children require improvement

Children make some progress and overall they acquire the skills they need to adapt to the next stage of their learning or moving on to school. However, outcomes for all children are not yet good, particularly for those identified as needing additional support. Staff do not always provide children with the targeted help they need to support their best possible progress.

p.3

Setting details

Unique reference number EY434419 Local authority Birmingham Inspection number 1029627 Type of provision Full-time provision Day care type Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 40 Number of children on roll 44 Name of provider Tiny Treasures Daycare & Education Partnership Date of previous inspection 8 January 2015 Telephone number 0121 439 1716

p.4

Setting details

Tiny Treasures Daycare & Education was registered in 2011. The nursery employs eight members of childcare staff. Of these, six hold appropriate early years qualifications at level 2 or above and the manager holds a relevant qualification at level 4. The nursery opens from Monday to Friday, predominantly term time only. Sessions are from 8am until 4pm. Additional sessions are also available all year round from 8am until 6pm as requested. The nursery provides funded early education for two-, three- and four-year-old children. The nursery also supports disabled children and those with special educational needs and those who speak English as an additional language.

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