Tiny Acorns Nursery

Inspection of Tiny Acorns Nursery Long Crendon County Combined School, Chilton Road, Long Crendon, AYLESBURY, Buckinghamshire HP18 9BZ

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Since the last inspection,p the nursery has grown. Managers have worked tirelessly to recruit and support their expanding team and securely embed their outstanding practice across all rooms in the nursery.

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The provision is outstanding

Children benefit from a highly effective key-person system. They develop strong attachments with their key person, which helps them to feel safe and secure. For example, babies begin to explore their new environment with the reassurance of familiar staff. They look around them and point at items of interest. They pick up wooden spoons and delight in the noises that they make as they tap them on plastic pots.

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The provision is outstanding

Children benefit from consistently high expectations and high-quality interactions. Staff know the children exceptionally well. They continually reflect and adapt their teaching superbly to challenge children to achieve the next steps in their learning. For instance, children persevere and develop their aim as they throw balls through hoops. Staff use this opportunity impressively to develop children's mathematical vocabulary and physical skills. They challenge children to throw their ball through hoops that are positioned 'higher' and 'lower'.

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The provision is outstanding

Children are very well behaved and eager to learn. They often become absorbed in their activities. Children excitedly play with cars. They learn how to cut sellotape to make tubes for them to travel down. They extend their own learning, placing tubes in different directions and using non-standard measure to see how far their cars will travel.

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need to do better?

n The provider has created a highly impressive working environment for their team. Staff deployment is outstanding. For instance, managers make bold leadership decisions and strategically place staff in team combinations to utilise their skills to full effect. Managers ensure that staff have the time and support to improve their professional practice to the highest level. For example, staff complete training and development activities within the nursery day. They complete individual training programmes and also observe their colleagues. Staff are motivated to work towards targets which enable them to be part of the 'Acorns Academy' and develop their leadership and management skills. This has a superb impact on staff motivation and, in turn, the excellent quality of education they provide. n Staff share the highest ambitions for all of the children in their care. Leaders, such as the special educational needs coordinator, take exceptionally prompt

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need to do better?

and effective action to support children with additional needs. This is

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need to do better?

31 January 2020 demonstrated when they use their own wealth of knowledge, and that of the staff team, to support children with highly successful early interventions. The special educational needs coordinator establishes outstanding partnerships with outside professionals who offer additional guidance and support. n Staff establish superb partnerships with parents, who are overwhelmingly positive about the care that their children receive. Staff involve parents in their children's education from their first contact with the nursery. They gather information about what children know and can do, and use this to help tailor learning to children's individual needs from the outset. Staff provide guidance to help parents to support their children at home, for example in the monthly newsletter. The nursery 'Acorn Bear' visits families with his potty at times of toilet training. This helps parents to promote new self-care routines at home.

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need to do better?

n Staff develop excellent opportunities for children to talk about their feelings and emotions. This is demonstrated in the pre-school room where children identify their mood and place their names on the feelings chart to communicate how they feel each day. Children know how to help themselves if they are feeling sad or worried. For example, they refer to emotions cards in the feelings box and they learn ways to deal with their feelings, such as 'shaking them off' or 'squeezing them away' using a ball. n Staff share and communicate consistently high expectations for children's behaviour. They use the character 'Bob' and refer to his 'kind hands' and 'walking feet' to help children learn to make the right behaviour choices. Children show high levels of respect for others. Their behaviour is exceptional. n The entire staff team shares a consistently strong understanding of how to deliver the vision for curriculum. Staff plan precisely to meet the unique next

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need to do better?

steps in children's development. Children enjoy a wealth of highly stimulating activities linking to their own needs. For example, the high proportion of boys attending the nursery enjoy the exceptional range of opportunities to be active outdoors. Young children's eyes light up as they eagerly watch staff rubbing shredded paper between their fingers like snow. They lurch forward to feel the texture of the paper in their hands. Children relish opportunities to learn how to look after babies after the arrival of their younger siblings.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders ensure that the staff complete regular safeguarding training. This helps them to keep their knowledge up to date. For example, staff have an exceptional understanding of signs and symptoms of abuse. Staff have a secure knowledge of local multi-agency reporting arrangements and they know how to respond to concerns about staff practice. Staff help children to learn how to manage their own safety superbly. For instance, children learn the benefits of applying sunscreen. They also begin to practise telling staff about their dietary needs in preparation for their move to school.

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Setting details

Unique reference number EY390058 Local authority Buckinghamshire Inspection number 10128615 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 0 to 4 Total number of places 84 Number of children on roll 117 Name of registered person Tiny Acorns Nursery Limited

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reference number

Telephone number 01844 202677 Date of previous inspection 20 August 2015

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Information about this early years setting

Tiny Acorns Nursery registered in 2009 and is privately owned. It operates from three purpose-built buildings on the site of Long Crendon School in Long Crendon, Buckinghamshire. The nursery is open each weekday from 8am to 6pm for 51 weeks of the year. It offers free early education to children aged two, three and four years. The nursery employs 29 members of staff. Of these, 25 work regularly with children. Three members of staff hold qualifications at level 6, and 17 hold qualifications at level 3.

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Inspection activities

n The inspector went on a learning walk with managers. n The inspector spoke to parents. She also considered their written views. n The inspector observed the children engaged in activities indoors and outdoors, and assessed the impact this has on their learning. n The inspector carried out an evaluation of teaching with the manager following a planned activity. n The inspector spoke to staff at appropriate points in the inspection. She held a meeting with managers to discuss self-evaluation, staff support and arrangements for checking the suitability of staff working in the nursery.

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Inspection activities

We carried out this inspection 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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Inspection activities

31 January 2020 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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