Tiddlywinks Day Nursery

Tiddlywinks Day Nursery Tiddlywinks Day Nursery, 108 High Road, Trimley St. Mary, FELIXSTOWE, Suffolk, IP11 0SU

p.1

Inspection date

Previous inspection date 7 March 2016 22 April 2015

p.1

This inspection: Good 2

Previous inspection: Requires Improvement

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 management team is committed to improving outcomes for children. They have taken prompt and effective steps to address the actions raised at the last inspection. Outcomes for children are now good.  Staff provide a stimulating and well-resourced environment indoors and outside. Children have access to a wide range of resources that promotes their curiosity and enthusiasm to learn. They develop their confidence and self-esteem as they independently choose from the variety of resources available to them.  Staff support children's mathematical skills effectively. They promote children's understanding of shapes, colours and numbers in purposefully planned play activities.  Staff place a high priority on keeping children safe. They carry out thorough checks of the premises daily and reduce or remove any hazards to children's safety.  Children develop good social skills. Staff actively support children to be considerate of

p.1

This provision is good

each other's feelings and support them to understand the effects their actions can have on others. Staff encourage children to have their own opinions and to appreciate each other's views.  Children have many opportunities to experience fresh air and physical exercise. They have daily access to the garden, climb large play equipment and dance to music. This contributes to their good health and physical well-being.

p.1

It is not yet outstanding because:

 The management team's professional development plans for staff are not yet sharply focused enough to achieve and maintain an even higher quality of teaching.  Staff sometimes miss opportunities to build on children's speaking skills further.

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

 strengthen performance management systems so they are more sharply focused on driving the quality of teaching to even higher levels  provide children with further opportunities to use more complex sentences to link their thoughts.

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 nursery manager.  The inspector held a meeting with the nursery manager and deputy manager. She looked at relevant documentation, such as the nursery's self-evaluation and evidence of the suitability of staff working in the nursery.  The inspector spoke to staff and children at appropriate times during the inspection.  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

The arrangements for safeguarding are effective. Staff can identify the possible indicators of abuse and know the appropriate action to take if they have concerns about a child. They are also aware of the procedures to follow if they have concerns about a member of staff. The management team has high expectations of staff. They conduct regular meetings with staff to evaluate their practice. Staff are offered regular training opportunities to keep their knowledge and skills up to date. The management team evaluates the nursery regularly. They actively seek the views of parents, staff, children and other professionals to inform their challenging but achievable improvement plans. The management team now completes regular observations of staff's practice to ensure the quality of teaching remains strong. Staff have formed effective partnerships with the other early years settings children attend. They share regular information about children's

p.3

Effectiveness of the leadership and management is good

achievements to provide children with consistency in their learning.

p.3

Quality of teaching, learning and assessment is good

The well-qualified staff have a good knowledge of how children learn. They get to know children well through regular observations and accurate assessments of what they can do. Staff now use this information to plan next steps in learning for children that are tailored to their individual needs and interests. Staff are enthusiastic and get down to children's level in activities. Babies' language skills are actively promoted by staff. They respond to babies' babbling, sing songs and repeat familiar words for them to hear. Children discover the world around them. For example, they excitedly investigate flour with pots, pans and spoons. Children develop their finger muscles through a range of activities, including blowing glitter with pipettes. This helps to prepare them for early writing skills. Staff update parents regularly on their children's progress. They actively involve them in assessments of their children's learning. Staff effectively support parents to extend

p.3

Quality of teaching, learning and assessment is good

learning at nursery and at home. Staff support disabled children and those with special educational needs well. They regularly liaise with parents and health professionals to ensure children's needs are met.

p.3

Personal development, behaviour and welfare are good

Children form warm, caring bonds with their key person, other staff and one another. Staff get to know individual children's needs well. They support children's emotional needs as they move from their home to nursery and then on to school. Staff have high expectations for children's behaviour. Children actively engage in conversations with staff about the nursery's rules. They are very aware of the expectations staff have of them and show high levels of emotional intelligence. Even the youngest of children engage in activities that promote their understanding of the importance of their own health and hygiene.

p.3

Outcomes for children are good

All children make good progress given their starting points and capabilities. Children develop good levels of independence. They are encouraged to attend to their own personal care needs. Children are well prepared for the next stage in their learning, including starting school. Staff promote children's listening, attention and social skills well.

p.3

Setting details

Unique reference number 251804 Local authority Suffolk Inspection number 1016969 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 20 Number of children on roll 42 Name of provider Tiddlywinks Nursery Felixstowe Ltd Date of previous inspection 22 April 2015 Telephone number 01394 274130

p.4

Setting details

Tiddlywinks Day Nursery was registered in 1992. The nursery employs seven members of childcare staff who all hold appropriate early years qualifications at level 3. The nursery opens from Monday to Friday, all year round. Sessions are from 8am until 6pm. The nursery also provides before and after-school care for children up to 11 years old. It provides funded early education for two-, three- and four-year-old children. The nursery supports disabled children and those with special educational needs.

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