Tootsies Private Day Nursery Ltd

Tootsies Private Day Nursery Ltd Tootsies Private Day Nursery, Monkton Lane, Farnham, Surrey GU9 9AA

p.1

Inspection date 23 November 2018 Previous inspection date 10 November 2015

p.1

This inspection: Good 2

Previous inspection: Outstanding 1 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

p.1

This provision is good

n The leadership team shows a commitment to staff development. Staff benefit from ongoing training to help build on their knowledge and skills. For instance, 'baby brain development' and 'woodwork for older children' has increased staff awareness about how children learn. n Leaders have a clear vision for the nursery. They routinely complete and review ongoing action plans. The leaders and staff value the views of staff and parents in the process. They operate an open-door policy to discuss children's development with parents and any issues as they arise. n Staff have warm, positive relationships with children, who behave well. They get to know children well by gathering meaningful information about their individual needs, preferences and what they know and can do. Staff use this information to plan activities that children enjoy and to help them to progress well in their learning. n Staff work closely with other professionals to gather information about how to support

p.1

This provision is good

children with special educational needs and/or disabilities (SEND). Children's needs are quickly identified so that additional support and advice are obtained. This contributes to ensuring that all children are making good progress according to their individual abilities. n Staff help older children learn about diversity and others within the community. For example, they visit residential homes caring for older people, where children join in with songs and conversations with their older friends. n At times, staff do not maximise children's learning across all ages. Some rooms and the outdoor play area are not as inviting and stimulating as they could be. n Leaders' systems for overseeing the quality of teaching do not evaluate the impact of staff practice rigorously enough to raise teaching to a higher level.

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

n increase all children's learning opportunities and enhance all the learning areas, such as the rooms where younger children are cared for and the outdoor area n evaluate the impact of staff practice with more rigour to enhance the quality of teaching to a higher level.

p.2

What the setting needs to do to improve further

Inspection activities n The inspectors had a tour of the setting. They observed the quality of teaching during activities indoors and outdoors. The inspectors assessed the impact this has on children's learning. n The inspectors spoke with the leadership team, staff and children at appropriate times. n An inspector completed a joint evaluation of activities with the manager. n The inspectors looked at samples of children's records. They also looked at evidence of the suitability of staff working with the children. n An inspector spoke to some parents and took account of their views.

p.2

Effectiveness of leadership and management is good

Since the last inspection, there have been several changes to the staff team. New staff receive a detailed induction process to help them to become familiar with the nursery's policy and procedures. The leadership team follows effective recruitment and vetting procedures to ensure that staff working with children are suitable to do so. Safeguarding is effective. Staff have a secure understanding about their roles and responsibilities to protect children. They know the procedures to follow if they have concerns about children's welfare, including protecting children from extreme views. Staff complete thorough risk assessments to ensure a safe environment. Any accidents or incidents are swiftly managed and shared with parents.

p.3

Quality of teaching, learning and assessment is good

Staff complete regular observations of children's achievements. Leaders and staff use these to check their ongoing progress to help close gaps in their learning. They provide some stimulating activities indoors that help children to become inquisitive learners. For instance, staff show older children how to carve wood safely using real tools. This helps to promote their creativity and their hand-eye coordination. Staff working with toddlers support their emerging language and imaginations well. For instance, they skilfully use children's interest in toy animals to introduce new words which children copy. Staff respond well to babies' emerging interest in sensory play and discovering how to use a variety of interactive toys, such as push-and-pull toys.

p.3

Personal development, behaviour and welfare are good

The key-person system works well. Staff help new children to settle and offer reassurance and support as necessary. They share information about children's care and learning needs with each other. This contributes to ensuring that the move between rooms for children runs smoothly. Staff provide clear instructions and guidance during care routines, such as meal times. Children's dietary needs are well known and they are provided with nutritious meals. Staff consistently praise and encourage children to develop their self-care skills. This helps to promote their confidence and a sense of self- esteem. Staff are sensitive to children's needs. For instance, they work closely with parents about their children's changing needs, such as their emerging independence in personal hygiene. Children enjoy practising their physical skills outdoors, such as confidently and safely using wheeled toys.

p.3

Outcomes for children are good

All children, including those with SEND, develop skills for their next steps in learning, such as starting school. They make good progress from their starting points. Children play well together, make friends and have good social skills. Older children work together well to solve problems, such as how to make towers successfully using building blocks. They recognise letters to form simple words. Younger children listen attentively to stories and join in with familiar songs and nursery rhymes. Babies explore resources that interest them and are developing their emerging physical skills, such as balancing and walking.

p.3

Setting details

Unique reference number EY387257 Local authority Surrey Inspection number 10085241 Type of provision Full day care

p.4

Registers

Early Years Register, Compulsory Childcare Register

p.4

Day care type

Age range of children 0 - 4 Total number of places 130 Number of children on roll 265 Name of registered person Tootsies Private Day Nursery Ltd

p.4

reference number

Date of previous inspection 10 November 2015 Telephone number 01252 725503

p.4

reference number

Tootsies Private Day Nursery registered in 2009 and is located in Farnham, Surrey. The nursery employs 52 members of staff. Of these, 36 hold appropriate early years qualification from level 2 to level 6. The nursery is open each weekday from 7.30am until 7.30pm for 51 weeks of the year. It receives funding for the provision of free early education for children aged two, three and four years.

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.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.

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 1231, or email enquiries@ofsted.gov.uk .

p.5

reference number

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 monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

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

p.5