Tiger Cubs Community Day Care

Tiger Cubs Community Day Care Caedmon Primary School, Attlee Road, Middlesbrough, TS6 7NA

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Inspection date

Previous inspection date 19 January 2017 Not applicable

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Parent partnerships are a real strength. There are highly successful strategies to support parents with a range of issues. Parents are very complimentary about the level of care and learning their children receive and the wealth of information that is shared.  The manager and staff have given significant thought to the layout of the playrooms. The rooms are stimulating and resourced with high-quality equipment. Children have access to an exciting outdoor space, direct from the indoor learning environment.  Partnerships with other professionals are fully in place, particularly to support children who have special educational needs or disabilities. This collaborative working helps to ensure children's emotional well-being and educational needs are very well supported.  Staff make good use of the systems that are in place to help monitor the progress children make in their learning and development. Observations, assessments and

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This provision is good

tracking of children's progress are accurate and focused on children's development.  Children arrive confidently, ready for a fun day of play and learning. Good relationships with key persons help to foster children's sense of self and effectively support their emotional well-being. Outcomes for all children are good.

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It is not yet outstanding because:

 Occasionally, some group-time sessions are not as successful in engaging all children fully, so that they are highly challenged and motivated in order to maximise their learning potential.  The programme for the professional development of staff is not sharply focused on raising the quality of teaching.

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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

 review and adapt the organisation of group activities, so that they effectively help all children to remain fully focused and engaged with the learning taking place  build on the programme of continuous professional development, so that the quality of teaching is constantly improving.

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Inspection activities

 The inspector had a tour of the premises.  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 and children during the inspection.  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 documentation and evidence of the suitability of staff working in the nursery.  The inspector spoke with a number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The provider, who is also the manager, is very passionate and has high expectations of staff and children. She leads a team that is well qualified and has a range of experiences working within early years. All staff are supported through supervision sessions and further training. The provider completes a self-evaluation process. Staff, parents and children are encouraged to share their thoughts and feelings about the provision. The provider uses this information to set goals to work towards. Arrangements for safeguarding are effective. Staff have a good understanding of what they need to do if they have concerns about a child's welfare or development. Children's safety is promoted well. The nursery is very well maintained and risk assessments are in place.

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Quality of teaching, learning and assessment is good

Overall, staff help children develop their knowledge, skills and confidence to achieve well. Children take the lead in their learning and play experiences. They select which activities they want to explore. Staff use their interactions with children to help extend their discovery and learning. Outside, there is much laughter as children enjoy the challenge of pouring water to make puddles and then jump in them. Staff skilfully use visits from various professionals to extend children's learning, such as a recent visit from the dentist to support dental hygiene. Staff are attentive to children's needs, they help them to explore and then encourage them to talk about and describe the objects they find.

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Personal development, behaviour and welfare are good

Children, parents and visitors receive a very warm welcome when they arrive at the nursery. Security features are strong, contributing to children's safety. Staff promote an inclusive environment where all children are valued as unique individuals. This helps them to settle into nursery life and form close bonds with staff. In addition, it ensures that every child has their needs firmly considered. Children's good health and physical development are fostered very well. Many children enjoy being outdoors exploring the stimulating environment. Children become independent in managing some aspects of their personal care routines. Snack times are sociable occasions where children enjoy eating nutritious foods. Staff are very good role models, which has an increased benefit in children displaying good behaviour. Children's confidence and self-esteem are well promoted through consistent praise and positive encouragement.

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Outcomes for children are good

Children who are not reaching age-appropriate levels of development on entry are provided with targeted support to help close the gaps. Children are supported to build a secure foundation for their learning. Staff focus on communication and language, physical skills and personal, social and emotional development. Children develop their skills in sharing and learning how to manage their thoughts and feelings. They begin to learn new skills that will help them succeed in their future learning at school. They develop their reading skills as they start to recognise their own name.

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Setting details

Unique reference number EY494335 Local authority Redcar & Cleveland Inspection number 1029942 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 3 Total number of places 12 Number of children on roll 30 Name of registered person Susan Herbert

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reference number

Date of previous inspection Not applicable Telephone number 01642453187

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reference number

Tiger Cubs Community Day Care was registered in 2015. The nursery employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 or above. The nursery opens from Monday to Friday all year round. Sessions are from 8.40am until 11.40am and 12.20pm until 3.20pm. The nursery provides funded early education for two-year-old children. The nursery supports children who have special educational needs or disabilities.

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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.

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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.

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reference number

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reference number

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reference number

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

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