Tiddlypeeps Pre-School

Tiddlypeeps Pre-School Community Room, Honeybourne Way, Wickwar, Wotton Under Edge GL12 8NH

p.1

Inspection date 10 January 2019 Previous inspection date Not applicable

p.1

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

p.1

This provision is good

n The manager encourages staff to develop their skills and monitors them well to make sure the quality of teaching is improving. Recent courses on planning for children's interests have helped staff make sure that activities meet children's needs. Staff plan for appropriate next steps in learning and children make good progress. n Key persons know children well. They notice when children need extra help and put support in place. Gaps in all children's learning close quickly, including those with special educational needs and/or disabilities or those who are learning English as an additional language. n The manager and staff reflect on the provision well, and listen to others to help identify improvements. Recent changes include home-learning packs that help parents continue teaching children new skills at home. Children benefit from consistent experiences in the setting and at home. n Staff provide stimulating play spaces for the children indoors and outdoors. They make

p.1

This provision is good

sure toys and resources are readily available so children can choose what they want to play with. Children are eager to join in activities and confident to make decisions about how they like to learn. n Staff form positive relationships with parents from the outset. They visit children in their own homes, talk regularly with parents and share accurate assessments about what children have learned. Children make good progress in their development. n Staff do not provide consistent messages to help children to assess and manage appropriate risks. n Sometimes staff miss opportunities to encourage children's participation in activities or group times.

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 provide children with clear messages that support them to assess and manage risks appropriately n support staff to notice and recognise when children want to join in activities or group times to encourage their participation and learning.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and learning, indoors and outdoors. n The inspector carried out a joint observation with the manager. She also held a leadership and management meeting with the manager. n The inspector talked with the owner, staff and children at appropriate times during the inspection. n The inspector took into account the views of parents through discussions during the inspection and from written questionnaires. n The inspector sampled paperwork, including policies and procedures, risk assessments, planning and children's records.

p.2

Effectiveness of leadership and management is good

The manager and owner are keen to enhance the experiences and learning for the children. They use feedback from staff, parents and children to identify areas for improvement. For example, following parents' requests for better information about children's daily activities, the manager has provided a noticeboard to share with parents what their children do in the setting. The manager and staff monitor children's progress well and identify when staff may need additional knowledge to support children's learning. For example, staff have completed sign-language training to help them support all children's communication skills. All staff know how to act on concerns about the welfare of a child and act quickly to keep them safe. Safeguarding is effective.

p.3

Quality of teaching, learning and assessment is good

Staff plan well to meet children's needs and interests. They support all children's communication well. For example, at song time, staff use hand signs, words in home languages and props as clues about the rhymes they are singing. Staff support children's imaginations and encourage them to recall stories as they visit the forest area. Children hunt through the leaves and investigate the trees, trying to find the owl, snake, mouse and bear. Staff support children to think and solve problems. For instance, when children discover the water in the tray has frozen, staff encourage them to find different ways to break it so they can get to the boats and other toys.

p.3

Personal development, behaviour and welfare are good

Staff help children to respect others. For example, when playing with the blocks, staff remind older children to let younger ones have a turn. Staff encourage younger ones to wait until the tower is finished before knocking it down. Staff provide opportunities for children to learn about the wider world, including through planning different activities and inviting visitors into the setting. Children have the chance to learn words and songs in other languages, join in traditional celebrations and see photographs showing scenes and life in other countries. Staff encourage children to understand changes in their body and to make healthy choices. For instance, they talk with children about how their hearts beat faster when they race on the scooters, and discuss that milk helps build strong bones.

p.3

Outcomes for children are good

Children enjoy their time in the setting. Younger children come in singing rhymes they have learned and greet staff enthusiastically. Older children are keen to care for the play spaces. They watch with the staff as the school cleaners sweep the hall floor and then use the nursery brushes and copy the actions to help clean their room after lunch. Children work together as they create a path using wooden circles for the toy dinosaur to 'jump' across. They count the jumps, then add more circles until they reach 10. Older and younger children show good self-care skills. For example, younger children attempt to put on their waterproofs and boots for outdoor play and older ones competently use knives and forks to eat cooked lunches. Children are well prepared for moving on to school.

p.3

Setting details

Unique reference number EY544540 Local authority South Gloucestershire Inspection number 10089118 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 23 Number of children on roll 16 Name of registered person Tiddlypeeps Pre-School Limited

p.4

reference number

Date of previous inspection Not applicable Telephone number 07947237148

p.4

reference number

Tiddlypeeps Pre-school registered in 2017. It operates from the Community Centre in Wickwar. The pre-school offers care from 9.15am to 3.15pm during term time only. The setting employs three staff. The manager holds an appropriate childcare qualification at level 6 and the deputy has an appropriate childcare qualification at level 5. The setting is in receipt of 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