Tarka Tots Nursery

Tarka Tots Nursery Sure Start Childrens Centre, Victoria Park, Bideford, North Devon EX39 2QS

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Inspection date 29 August 2018 Previous inspection date 13 August 2015

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3

Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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3

Personal development, behaviour and welfare Requires improvement

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3

Outcomes for children Requires improvement

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

n Due to changes in local childcare availability, the number of children attending the nursery has risen dramatically. The managers have struggled to make changes quickly enough to meet all children's needs. They are aware of the current weaknesses and have clear action plans to address them. However, they have not had the time to implement these, to help children make as much progress as possible. n Staff do not routinely use group times well to support children's speaking skills effectively. For example, at mealtimes staff ensure children are safe and content, but at times, they do not initiate any conversation and children eat in silence. n Staff do not consistently obtain as much information from parents as they could, to help them get to know what children can already do when they first start. n On occasion, staff overlook the quieter children and those who spend more time trying to do things for themselves, and so miss opportunities to engage these children in their

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It has the following strengths

n Staff welcome the children warmly, and provide reassurance as new children begin to explore the play areas. All children are confident and settle in quickly. n Staff know the children well and assess their learning accurately. The managers use this information effectively to monitor all children's progress and identify patterns and gaps.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure all staff receive more effective support and coaching to improve the consistency of the quality of teaching and ensure all children receive challenging learning experiences, to help them make the best possible progress 10/10/2018

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What the setting needs to do to improve further

improve staff's interactions with children during group times, to encourage children to practise their speaking skills and share their ideas more often. 24/10/2018

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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

n involve parents routinely from the start in assessing what their children can already do in their learning and development, to help staff get to know new children more quickly n ensure all children have the opportunity to engage in the activities of their choice.

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What the setting needs to do to improve further

Inspection activities n The inspector observed children during their self-chosen play and their interactions with staff. n The inspector carried out joint observations with the provider, to evaluate the quality of teaching and learning during activities. n The inspector spoke with children, parents and staff to ascertain their feedback. n The inspector held meetings with the managers during the inspection. n The inspector sampled a range of documentation, including staff suitability checks, self- evaluation records and children's learning records.

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Effectiveness of leadership and management requires improvement

The nursery has seen a sudden, unexpected rise in the number of children attending. The managers have not been able to sustain a consistently good standard of teaching. They carry out regular supervisory meetings but do not routinely support staff to reflect on their practice or new skills gained from training, to enhance their professional development. The managers accurately evaluate the setting and have already identified appropriate plans to help them make changes, although they have not had time to implement them. They show a determination to improve and the skills needed to raise the quality of the education that children receive. Safeguarding is effective. The managers and staff clearly understand how to recognise and report any concerns about a child's welfare.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching varies. Staff do not ensure that planned activities challenge each child appropriately. For example, when reading to the older children, staff sometimes rush and provide no opportunities for the children to talk about the story or share their ideas. Staff interact with individual children well and join in with babies' games enthusiastically, following their lead. For instance, babies and staff roll balls through tunnels to each other, and babies confidently indicate to staff when a ball becomes stuck to ask for their help. Staff teach toddlers new words as they paint, such as 'gold', and encourage them to join in with simple counting. Older children skilfully ride bicycles and scooters around the garden, confidently changing direction to avoid obstacles. Staff involve parents well in their children's learning, such as inviting them to share their observations of their children's achievements at home. However, staff do not routinely

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Quality of teaching, learning and assessment requires improvement

gain detailed information from parents about what children can do when they first attend, to help them get to know children better from the start.

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Personal development, behaviour and welfare require improvement

Children move around and explore the play space confidently. However, on occasion, staff overlook the quieter children and those who persevere with self-care tasks independently, so they miss out on activities of their choosing. For example, some children who decide to play at the water tray spend several minutes trying to put on their own aprons, but staff quickly help several other children into aprons, so there is no room for them when they are ready to join in. Children are friendly and imaginative, and play well together. For instance, older children excitedly run away from their friends who pretend to be fire-breathing dragons. Staff do not routinely make good use of snack and meal times to develop children's social skills and language.

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Outcomes for children require improvement

Children are happy at the nursery and make steady progress in their learning. However, due to inconsistencies in teaching, children do not make as much progress as they could. Children develop some of the skills they need in preparation for school. For example, older children practise their early writing skills, such as when forming letters in shaving foam with their fingers. Babies have plenty of space and encouragement to move around and build their muscles, to help them learn to crawl and walk.

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Setting details

Unique reference number EY309995 Local authority Devon Inspection number 10062538 Type of provision Full day care

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childcare on non-domestic premises Age range of children 0 - 4 Total number of places 45 Number of children on roll 57 Name of registered person Tarka Tots Limited

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reference number

Date of previous inspection 13 August 2015 Telephone number 01237471831

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reference number

Tarka Tots Nursery registered in 2005 and operates from Bideford Bay Children's Centre, close to the centre of Bideford in North Devon. The nursery is open each weekday from 8am to 6pm, all year round. The nursery receives funding for the provision of free early education for children aged two, three and four years old. There are 20 staff who work directly with the children, including the manager, all of whom hold early years qualifications at level 2 or above. The nursery also employs kitchen staff.

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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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procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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