Toddlers University

Toddlers University 2a The City, Beeston, NOTTINGHAM, NG9 2ED

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Inspection date

Previous inspection date 28 February 2018 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

 Leaders support staff to access appropriate training so that children’s needs are met well. For example, staff have had training in sign language. They have used these skills to help develop the speech of children who speak English as an additional language.  Parents are happy with the care staff provide to children. They like the fact that staff talk to them regularly about what their children have been doing at nursery.  Children enjoy spending time at the nursery. Staff know them well and provide fun experiences that help them to make progress.  Staff have built warm bonds with children. They are able to quickly comfort upset children. Staff provide children with lots of praise.  Staff have created an environment in which children want to learn, they have a go at new tasks and ask questions to improve their knowledge.

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It is not yet outstanding because:

 Children serve themselves at lunchtime, which helps develop their independence and fine motor skills. However, children have to wait a significant period of time for their turn. As a result, they became restless and lose concentration.  Some staff speak to children in a negative manner and provide little explanation to them about the right way to behave.  Systems are not in place to track the progress of all groups of children, such as those born in the summer. As a result, leaders may not identify gaps in children's learning.

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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

 improve the organisation of lunch time so that children are not waiting for long periods of time  develop staff practice so that they manage children's behaviour in a consistent manner  improve systems to track children’s development so that they show the progress of different groups of children.

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Inspection activities

 The inspector observed the quality of teaching during activities both indoors and outdoors, and assessed the impact this has on children's learning.  The inspector completed a joint observation with the nursery director.  The inspector held a meeting with the nursery manager.  The inspector looked at relevant documentation, such as children’s records, staff files, policies and planning sheets.  The inspector spoke to staff regarding their knowledge of safeguarding, children’s progress and the support they receive from management.  The inspector spoke to a selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

Leaders know what the nursery does well through seeking views of parents, children and staff. Leaders use these views to make changes that improve the quality of childcare. They are highly qualified. They observe staff and share their knowledge appropriately to help develop the quality of teaching. Safeguarding is effective. Staff have a clear understanding of the signs that raise concerns about a child’s welfare. They are also clear on the procedures to follow if they have a concern, helping to keep children safe. Leaders are aware of individual children’s progress. They identify children that require extra help and put in place measures to support their learning and welfare. Leaders and staff work well with external agencies and parents to help children with special educational needs or disabilities make progress.

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Quality of teaching, learning and assessment is good

Staff speak to parents about children’s progress at the nursery and at home. They give parents ideas about how to support children’s development. Staff accurately assess each child’s stage of development. This enables staff to identify areas where children are not reaching their expected levels of development. Staff provide activities that target these areas, helping children to progress. Teaching is effective. Staff provide a wide range of activities across the curriculum. Staff teach children to understand and speak English. Staff repeat the correct pronunciation when children have a go at saying new words. They use simple language when asking questions and give children time to think. As a result, children's communication skills are developing well.

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Personal development, behaviour and welfare are good

Staff teach children good behaviour. Children are good at following instructions from staff, and are familiar with routines. For example, they help tidy up and wash their hands when told by staff. Children are confident, they approach new people and ask questions. In the pre-school room the inspector saw children enjoy singing and completing the actions to songs. They patiently watch others while they wait their turn to stand at the front. Children spend a long time focusing on their play. For example, in the baby room children spend time sat making marks on paper with crayons. Children in the toddler room persist with puzzles until shapes are in the right place. Staff supervise children well. Children are encouraged to take managed risks that supports their physical development. For example, children learn to balance on logs while staff remain close by to support them.

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Outcomes for children are good

Children are reaching a typical level of development for their age. This includes children that were behind when they first came to nursery. Children with special educational needs or disabilities are also making good progress from their starting points. Staff help children to develop their skills in mathematics and literacy. Children use tweezers to place the correct amount of acorns from a basket under a number. As a result, children learn to count and recognise numbers. They also learn to write their name clearly. Children are learning to be independent from a young age. For example, children in the baby room are able to put their drink in the correct place after having a snack.

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Setting details

Unique reference number EY500026 Local authority Nottinghamshire Inspection number 1108650 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 - 8 Total number of places 72 Number of children on roll 39 Name of registered person Toddlers Uni Limited

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reference number

Date of previous inspection Not applicable Telephone number 0115 967 8602

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reference number

Toddlers University was originally registered in 2009 and re-registered in 2016. The nursery employs eight members of childcare staff. Of these, four hold appropriate early years qualifications at level 3, one at level 5 and two at level 6. The provider holds early years professional status. The nursery opens from Monday to Friday all year round, except for one week at Christmas and all bank holidays. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children. It supports a number of children who speak English as an additional language

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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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