Children Of Towan

Inspection of Children Of Towan Porthtowan Village Hall, Beach Road, Porthtowan, Truro, Cornwall TR4 8AD

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Good Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children settle in quickly when they first start. They confidently and happily explore the toys and resources and comfortably show affection for staff, for example when they spontaneously initiate cuddles. Staff praise children's efforts and achievements, which helps to build children's self-esteem. Children demonstrate feelings of comfort and security at the setting through their good behaviour. For example, they listen to and follow staff's instructions and enthusiastically help staff with tasks, such as serving fruit.

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The provision requires improvement

Children are curious about the world around them as they explore and play. However, staff do not plan a challenging curriculum that encourages children to be inquisitive in their learning and to concentrate as effectively as they could. At times, some children do not receive the necessary support and interaction to build on what they already know and can do. For example, quieter and less confident children play contently by themselves, but staff do not speak or engage with them as often as they do the confident children. Children learn some key skills at the pre-school. They develop good hand control, for example when they colour their pictures and draw on the ground with chalk, count and propel ride-on toys safely around the garden.

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need to do better?

n Staff observe children and assess their stage of learning accurately. This helps them to recognise when children may benefit from additional support and to target their needs promptly. However, staff do not assess new children quickly enough to identify what they already know and can do and establish their next steps. Consequently, new children play happily but do not receive support for their learning as early as they could. n Staff provide some effective support for children's learning. For example, when younger children become fascinated by insects in the garden, staff talk to them about the food the different creatures eat and introduce new words such as 'millipedes' and 'earwigs'. However, the provider, who is also the manager, does not monitor the curriculum effectively enough to ensure staff have high expectations for all children. For instance, staff do not have a clear plan of how to teach older children early reading and writing skills. Therefore, although

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need to do better?

children show an interest in letters and sounds, staff have not considered how to build on this. n Staff work well with parents to find out about the children and help to build close relationships. However, staff do not share sufficient information with each other to enable them to support children when their key person is absent. On these occasions, staff working with the children do not find out about their next steps to be able to extend their learning.

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need to do better?

13 October 2021 n Children learn from staff's positive example how to be considerate and caring. With help from staff, they learn to take turns and share. For example, when they notice the sand in the timer has run out, they inform the children who are waiting to use a toy that it is now their turn. Children are polite, help each other when needed and form good social skills. n Staff are friendly, warm and caring. They form secure relationships with the children, which helps them to feel comfortable in staff's care. Most children confidently initiate discussions with staff and other adults. For example, they talk enthusiastically about their activities, request stories and proudly talk about themselves and their home lives. However, some children receive less encouragement to develop their speaking skills than others. n The provider and staff have good relationships with parents. They share ongoing information about children's experiences and achievements to keep them up to

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need to do better?

date. Parents talk positively about the gentle and sensitive introduction to pre- school their children received and the bonds their children have with staff. n Children manage their self-care needs confidently and independently. For example, they proudly inform staff, 'I need the toilet, but I can do it by myself', know to wash their hands thoroughly with soap and serve themselves snack. n The provider does not share information with other settings attended by children. This means they are unable to ensure consistency in children's care and learning and help children to settle in when they start attending an additional setting. n Staff report that they have positive relationships with the provider and each other. They feel that the provider ensures their workload is manageable and they enjoy working at the setting.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The provider and staff have a secure understanding of their responsibilities to keep children safe. They know how to identify and report signs that a child might be at risk of harm. Staff are familiar with the procedures to follow in the event of wider safeguarding matters or a concern about an adult working with children. The provider carries out checks to ensure the suitability of the staff working with children. Staff supervise children well and risk assess the premises and equipment effectively that children have access to.

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Due date

13 October 2021 support staff to plan a broad and challenging curriculum that targets each child's learning needs consistently 03/11/2021

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Due date

develop assessment arrangements for new children to identify what they already know and can do and establish their next steps promptly 03/11/2021

p.4

Due date

develop staff's practice to ensure they interact with quieter and less confident children routinely, to extend their communication and language skills. 03/11/2021

p.4

should:

n develop links with other settings attended by children, to provide consistency in their care and learning n develop information-sharing between staff to ensure staff working with children know them well enough to target their learning needs when their key person is absent.

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Setting details

Unique reference number 2527283 Local authority Cornwall Inspection number 10209553 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.5

inspection

Total number of places 24 Number of children on roll 18 Name of registered person Children Of Towan Preschool Partnership

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reference number

Telephone number 01209 890627 Date of previous inspection Not applicable

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Information about this early years setting

Children Of Towan registered in 2019 and is based in Towan, Cornwall. The pre- school opens from 9am to 3pm each weekday, during term times. There are four members of staff employed to work with children, including the provider/manager, three of whom hold relevant qualifications at level 3 and above. The pre-school is in receipt of funding for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the provider and have taken that into account in their evaluation of the setting. n The provider and an inspector completed a learning walk together, during which the provider discussed the curriculum they have planned. n The inspectors spoke to the staff and children at appropriate times throughout the inspection. n Joint observations were carried out with an inspector and the provider to reflect on the effectiveness of teaching and learning. n A meeting was held between the provider and the inspectors. n An inspector spoke to parents and considered their views. n The inspectors sampled documentation, including staff's suitability checks and training certificates.

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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

13 October 2021 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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