Tiny Toes Nursery LTD (Hertford)

Tiny Toes Nursery LTD (Hertford) 41 Chambers Street, HERTFORD, SG14 1PL

p.1

Inspection date

Previous inspection date 8 November 2016 20 August 2013

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

 Leadership is strong and expectations are high. There is a well-established programme of professional development to help staff further develop their skills, knowledge and practice. Staff are encouraged to be reflective and recognise what they do well and what they could develop further.  Children are supervised well. The adult-to-child ratio is usually higher than the minimum requirement when children are in the nursery and always higher when on outings.  The quality of teaching is good. Staff use many successful techniques to build on children's interests and extend their learning. Children are motivated, engaged and eager to participate in the stimulating range of activities.  Children develop confidence and independence. Babies confidently explore and investigate some delightful sensory resources and activities. Older children are very independent. They learn to manage their personal care well and use sophisticated tools

p.1

This provision is good

for serving their food with a good degree of success.

p.1

It is not yet outstanding because:

 Staff do not consistently make the best use of resources and strategies to support more rapid progress for children who speak English as an additional language.  Arrangements for sharing information with all settings children attend or move on to are variable. Continuity in learning and development is not as well established or effective for those children where schools are reluctant to engage with the nursery.

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

 increase the use of strategies and resources to further accelerate the progress in communication made by children who speak English as an additional language  overcome barriers to partnerships and information sharing with every school and early years setting that children move on to, or attend alongside the nursery, so there is the same high level of continuity in learning and development for all children.

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 provider. She looked at relevant policies, records and documentation, such as the nursery's self-evaluation and evidence of the suitability of staff working in the nursery.  The inspector spoke to a number of parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. Staff have a secure knowledge of a wide range of safeguarding issues and understand their individual responsibilities. All staff receive regular updates so their knowledge is constantly refreshed and up to date. The manager has attended training in safe recruitment practices and follows rigorous procedures to ensure staff are suitable to work with children. There is a very thorough induction programme which equips new staff well and sets clear expectations for their practice. Risk assessments are made across all areas of the provision and contribute to keeping children safe and secure. Any accidents or incidents that occur are thoroughly reviewed and evaluated to minimise any further risk. Parents are overwhelmingly complimentary about the nursery. They report that managers and staff are responsive to their views and work extremely hard to meet their children's individual needs.

p.3

Quality of teaching, learning and assessment is good

Staff use initial observations of children and detailed information from parents in order to make accurate assessments of starting points for learning. Planning is very fluid and focused on the interests, views and experiences of the child at any given time. This helps staff to capture learning opportunities as they happen. Children are eager to learn and show high levels of concentration on tasks. Staff skilfully develop children's knowledge of shape and quantity as they hunt for treasure in the sand tray. They challenge children's understanding of concepts, such as asking which objects are light or heavy. Parents regularly receive updates about their children's progress and are encouraged to share observations from home, which are then used to inform future planning.

p.3

Personal development, behaviour and welfare are good

Staff work very closely with parents to find out about children's individual needs and personal care routines. They offer a flexible settling-in process, which they adapt to make as smooth as possible for everyone. Staff model respectful values and foster positive relationships. Children demonstrate their understanding of behaviour expectations as they walk safely and sensibly through the building when accessing the bathroom or garden. Staff create a calm and cordial atmosphere during mealtimes. Older children eagerly fetch utensils and pass serving bowls around the table. They engage in meaningful discussions with staff and the nursery cook about the healthy food they eat.

p.3

Outcomes for children are good

Most children make at least typical progress from their starting points and any achievement gaps are closing steadily. There is good quality support for children who have special educational needs and disabilities. Strategies for supporting children who speak or hear English as an additional language are less well established. Children develop skills, such as using numbers for counting, recognising shapes and solving problems. They show interest in letters, sounds and stories and develop good small-muscle skills by using a range of tools. This provides a solid foundation of early reading and writing skills that equip children well for school.

p.3

Setting details

Unique reference number EY376942 Local authority Hertfordshire Inspection number 1065200 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 - 5 Total number of places 42 Number of children on roll 65 Name of registered person Tiny Toes Nursery Limited

p.4

reference number

Date of previous inspection 20 August 2013 Telephone number 01992 589 020

p.4

reference number

Tiny Toes Nursery Ltd (Hertford) was registered in 2008 and is one of two nurseries under the same ownership. The nursery employs 15 members of childcare staff. Of these, 14 hold appropriate early years qualifications at level 3 or above, including the manager who is qualified at level 6. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6.30pm. A small number of children up to the age of eight attend sessions after school. The nursery provides funded early education for two-, three- and four-year-old children.

p.4

reference number

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

reference number

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

reference number

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

reference number

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

p.5

reference number

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

p.5