The Cabin At Tamar View

The Cabin At Tamar View Tamar View Community Resource Centre, Miers Close, PLYMOUTH PL5 1DJ

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Inspection date 3 July 2019 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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This provision is good

n Leaders and staff have a good relationship and high morale, which creates a positive environment for the children. Staff greet children warmly and skilfully support them to settle in when they arrive, for example by encouraging them to come and play and inviting them to help with routine tasks. n Staff work in good partnership with parents, including to ascertain what children can do at the start. Staff know the children well and accurately assess their development. All children, including those who require additional support, make good progress in their learning. n Leaders and staff provide an attractive and stimulating environment that successfully motivates children to explore. Children eagerly check out what experiences are on offer and make independent choices in their play. n Leaders accurately evaluate the provision and monitor children's interests and progress to identify how to make ongoing changes to the provision. For example, they have

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This provision is good

created a posting area from pipes after noticing that some younger children have a fascination with pushing toys through other holes and gaps. The toddlers thoroughly enjoy playing with this new resource, which helps them learn to focus on activities that interest them. n Although staff generally provide challenging adult-led activities, some small-group times do not extend children's literacy development or the more able children's learning fully. n At times, staff lack confidence to know how, and when, to use opportunities as well as possible to support children to think and share their ideas. n Staff do not organise changes between activities and routines as effectively as they could. Children become over-excited and noisy during these short times.

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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 develop the planning of small-group activities to ensure they provide consistently challenging experiences for children's early reading and writing skills and for the more able children n provide more tailored support for staff to build their confidence and knowledge of how to extend children's speaking skills further n review the organisation of transitions between activities and routines, to keep children focused and engaged.

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What the setting needs to do to improve further

n The inspector observed children's engagement and interactions during several adult-led activities. n The inspector carried out joint observations with the manager to reflect on the quality of teaching and learning during planned activities. n The inspector spoke with parents, children and staff to take account of their feedback. n The inspector held discussions with leaders about the requirements of the early years foundation stage, including their safeguarding arrangements. n The inspector sampled a range of documents, including children's learning records and staff's qualifications and training certificates.

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Effectiveness of leadership and management is good

Safeguarding is effective. Leaders and staff have a secure understanding of how to recognise when a child may be at risk of harm and how to refer any concerns to the authorities. They form close links with other professionals and share relevant information to prioritise children's welfare. Effective risk assessments and staff deployment help to keep children safe. For instance, leaders have purchased a ramp to reduce the likelihood of children tripping over a small step when moving between play areas. Leaders provide good support for staff overall, for example through regular individual and team meetings, to ensure they understand their role and responsibilities. Staff value professional development opportunities and learn from each other's practice. For example, less experienced staff have developed their strategies for dealing with inappropriate behaviours more effectively by observing their colleagues. They report that

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Effectiveness of leadership and management is good

this has had a positive impact on their relationships with children. Leaders are keen to develop the opportunities for children to learn about, and use, technology.

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Quality of teaching, learning and assessment is good

Staff provide appropriate and enjoyable activities for all children. For example, they sing nursery rhymes with toddlers and encourage them to join in. Older children learn to count and recognise numbers, which supports their mathematical development well. Staff plan particularly effective support for children with special educational needs and/or disabilities and those who require additional support. For instance, staff organise activities to teach the children social skills, such as listening to others and waiting their turn before speaking. Staff provide good opportunities for children to develop their physical skills. For example, they hold children's hands as they climb over ramps and navigate stepping stones and help them to balance.

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Personal development, behaviour and welfare are good

Children form close attachments with the caring staff team. For example, they immediately approach staff when they are upset or unsure and give them affectionate cuddles. Children listen well and follow instructions during group activities and develop confidence to speak in front of their friends. For instance, children tell others about their experiences when they took home Kiki, the nursery's soft toy. Staff teach children the importance of staying healthy. For example, they role-model the need to wash their hands at appropriate times and talk to children about how to brush their teeth to 'get rid of the germs'.

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Outcomes for children are good

Gaps in children's learning are closing and they make good progress in preparation for school. Children learn to be independent. For example, they pour their own drinks, and they know to ask for help when needed. They enjoy a good variety of experiences, such as visits from the police, that help them to find out about their community. Children are creative and develop good social skills when they play imaginative games with their friends.

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Setting details

Unique reference number EY545604 Local authority Plymouth Inspection number 10099229 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care Age range of children 2 - 4 Total number of places 36 Number of children on roll 80 Name of registered person K and S Childcare Limited

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reference number

Date of previous inspection Not applicable Telephone number 07779332939

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reference number

The Cabin At Tamar View registered in 2017. It is located in Plymouth, Devon. It is open from 8am to 4pm during term time only. The nursery receives funding for free early education for children aged two, three and four years. There are 14 members of staff, 12 of whom hold qualifications at level 2 and above.

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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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