Tiny Feet Pre-School

Tiny Feet Pre-School 15 Kingston Road, Taunton TA2 7SA

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Inspection date 25 September 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n All groups of children make good progress. Older children recognise the initial sound in words and use mathematical language to compare length and quantity. Younger children settle quickly, cooperate with their friends and begin to learn to count. n Staff plan activities that link and make learning interesting for the children. They ensure that they build mathematical and early reading skills into these by using many aspects of a familiar song, for example. Staff observe and assess children's skills accurately and ensure that children make good progress by checking their next steps in learning carefully. n Children learn to listen to each other, share toys and understand the simple rules so that they use 'kind hands.' They are inquisitive and independent in retrieving the resources they need for themselves. n The manager works well with the staff team to accurately evaluate the quality of the teaching and continually improve the setting. The manager ensures that staff work

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The provision is good

effectively with a range of other professionals to meet the needs of children with special educational needs (SEN) and/or disabilities.

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It is not yet outstanding because:

n Staff do not make the most of opportunities to fully extend children's learning and develop their critical-thinking skills. n The manager has not made sure that parents are fully involved alongside staff in determining the children's stage of development as soon as they start.

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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 ensure that all staff make the most of opportunities to extend children's learning and develop their critical-thinking skills n further strengthen the partnership with parents by ensuring that staff quickly establish with parents the precise stage of children's development as soon as they start.

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What the setting needs to do to improve further

Inspection activities n The inspector spoke with the children and parents, and took their views into account. n The inspector observed teaching and learning indoors and outdoors. n The inspector spoke to staff, met with the manager, and sampled necessary policies and documents. n The inspector conducted a joint observation of teaching and learning with the manager. n The inspector observed the procedures for collecting children for the after school club and observed the activities.

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Effectiveness of leadership and management is good

The manager accurately uses assessment information to check there are no gaps in learning between groups of children and the areas of development. The manager has supported the staff well to improve teaching by planning interesting activities that enable children to learn a wide range of skills. For example, she ensures that staff incorporate mathematical language and concepts in many activities. Safeguarding is effective. The manager and staff are clear on their responsibilities to keep children safe. The manager shares necessary information when children move to another setting to ensure they are aware of any issues or concerns. Staff protect children well by not putting images online without parent's permission. The manager keeps accurate records of the suitability checks that she carries out on staff. She records any concerns that she or staff have about children accurately so that she can report them to the correct agencies if

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Quality of teaching, learning and assessment is good

Staff follow children's interests well throughout the day. Staff make suggestions about how best to build the train track, for example. Children eagerly build a wormery to take home. They enthusiastically tell staff about what they had observed the worms doing. Parents are fully involved in a strong partnership for learning at home, for instance, as they talk to their children about how they had made the soup to take home. Staff plan activities that enable children to make good links in their learning, for example, using stories and songs to understand number and feelings. Staff use their good knowledge and accurate observations of children's development to plan the next steps in learning.

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Personal development, behaviour and welfare are good

Children are curious and use their imaginations well when using play dough, describing a 'chicken pizza', for example. Children relate well to each other and staff provide a good role model for high-quality relationships. Staff provide comfort and security when children start at the pre-school so that they settle quickly. Children know the routines and independently wash their hands, find their name on the place mats and pour their drinks at snack and lunch time. Older children at the breakfast and after school club use equipment well and considerately with younger children. They have frequent opportunities to enjoy craft activities and talk about their day at school.

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Outcomes for children are good

Older children count accurately and identify squares, triangles and a pentagon. They enthusiastically join in familiar songs. They listen attentively to stories. They draw and creatively use materials to represent a face, for example. Younger children learn to share toys with their friends and show consideration for each other. They eagerly describe a ball of play dough and roll it flat. They are fascinated by the 'tickly' feel of worms on their hands, for example. Children who learn English as an additional language make rapid progress and eagerly explain how they get dressed. Children with SEN make good progress because they receive the support they need. Staff make sure they have the necessary skills to start school.

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Setting details

Unique reference number EY501678 Local authority Somerset Inspection number 10076819 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 2 - 9 Total number of places 20 Number of children on roll 37 Name of registered person Tiny Feet Pre-School Partnership

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reference number

Date of previous inspection Not applicable Telephone number 01823 617560

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reference number

Tiny Feet Pre-school registered in 2016. It shares premises in the Callebaut Hall, Taunton, Somerset. It opens from 8am until 5.30pm on Mondays to Thursdays and from 9am until 3pm on Fridays during term time. It has strong links with the neighbouring St Andrew's primary school and provides before and after school care for 3-11 year old children. The pre-school receives funding for the early education of children aged two, three, and four years. There are four staff, one is qualified at level 5, two at level 3 and one at level 2.

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

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