Teacher Time Berwick Hills

Inspection of Teacher Time Berwick Hills Teacher Time Berwick Hills, Rothbury Road, Berwick Hills, Middlesbrough TS3 7NP

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Overall effectiveness Good

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

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The provision is good

Children are highly motivated and extremely curious. They become deeply involved in activities and enjoy their learning very much. They concentrate very well and try hard. They giggle and gape in wonder when mixing ingredients to make dough. They count out ingredients and keep trying until they reach the correct consistency. Children enjoy creative activities in nursery. They design intricate patterns while designing a festive tree and mix different colours to work out how to make brown paint.

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The provision is good

Leaders and staff review practice and tailor the curriculum to children's learning needs and interests. Children play harmoniously together in the recently extended pretend-play space, showing good imaginative skills. Older children help younger ones during play. They help them to serve 'dinner' made from mud in the outdoor kitchen.

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The provision is good

Children show that they understand how to keep themselves healthy and safe. At snack time, they talk about how fruit helps them to grow. They remind one another that they should not eat whole grapes and ask staff to cut them up to make them safe. Children's behaviour is exemplary. They listen intently to staff and are eager to please. They show great pride in their achievements. They take pictures of their work to share with others and look forward to seeing their name on the 'proud cloud'.

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need to do better?

n Children enjoy a wide range of age-appropriate activities that help them to make good progress in their learning. Teaching is good, and some aspects of teaching by higher-qualified staff are outstanding. For example, they skilfully identify when adults need to step back and allow children to lead their own learning. Leaders model effective teaching to staff and suggest enhancements to activities that help to extend children's learning even further. n Staff have a good understanding of child development. This helps them to provide an effective curriculum that is appropriate for the ages of the children. Staff have a secure knowledge of what their key children need to learn next and use this when planning activities. However, leaders have not established ways to ensure that children's learning priorities are fully considered when their key person is not present. n Parents say that staff are very friendly. They are confident that their children are

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need to do better?

well settled, very happy and safe in the nursery. Staff kept in touch with absent families and continued to support children's learning during the COVID-19 pandemic. For example, they sent out video recordings of staff reading children's favourite stories. They use an online package to share information with parents.

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need to do better?

24 November 2021 Leaders plan to restart activities, such as parents' evenings, to help parents to become even more involved in their children's learning. n Staff promote children's communication skills well. For example, they ask children pertinent questions and give them plenty of time to think and respond. The nursery is filled with exciting conversations and discussions. This helps most children to develop good language skills. Staff have comprehensive strategies in place that help children who need extra support in their speaking skills to catch up quickly. n Leaders are passionate about providing the best possible childcare and education. They are mindful to respect and appreciate staff and to involve them in decision-making. Staff report that they feel well supported. n Children with special educational needs and/or disabilities make very good progress. Leaders quickly gather information about children's needs when they

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need to do better?

start nursery and develop effective partnerships with other professionals. This helps them to meet the needs of the children and support their learning well. n Children play harmoniously together. They recognise when their friends may need support and alert staff. Older children help younger children during play. For example, they help them to serve up 'dinner' made from mud when they play in the outdoor kitchen. n Children have plenty of opportunities to develop their creativity. Two-year-old children enjoy splashing in the water while staff teach them about mathematical concepts, such as 'full' and 'empty'. Older children enjoy making their own representations of a character from a familiar story. They add 'purple prickles' and 'poisonous warts' to a creature they create from dough. n Staff provide plenty of opportunities that promote children's physical development. Children build obstacle courses using crates and planks in the

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need to do better?

garden. They take turns to walk along them and develop good balancing skills. They enjoy climbing, rolling and large-scale building in the indoor soft-play area.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff know about the different kinds of abuse that children may be at risk from and they know how to identify them. Leaders have a very good understanding of their responsibility to safeguard children. They maintain secure and up-to-date knowledge of what to do if there are concerns about a child's welfare. All staff have a clear understanding of their role in keeping children safe. Visitor identities are checked and unexpected people who arrive to collect children must confirm a password from parents. Staff record and monitor children's attendance. They understand why poor attendance can be a cause for concern.

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should:

24 November 2021 n strengthen the key-person system to ensure that staff working with children know what the children need to learn next and that teaching is more consistently tailored closely to those needs n develop further ways for staff and parents to share information about children's learning to help children to make even better progress.

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Setting details

Unique reference number 2545624 Local authority Middlesbrough Inspection number 10213370 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 60 Number of children on roll 12 Name of registered person Teacher Time Limited

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reference number

Telephone number 07730570806 Date of previous inspection Not applicable

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Information about this early years setting

Teacher Time Berwick Hills registered in 2019. It is open from 8.45am to 3.30pm, Monday to Friday, during term time only. The nursery employs four childcare staff. Of these, two hold qualified teacher status and two hold a relevant early years qualification at level 3. The nursery receives funding to provide early education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the setting has received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and staff and has taken that into account in her evaluation of the setting. n The provider, who regularly works in the setting, showed the inspector around the nursery and talked about the curriculum. n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n Leaders met with the inspector to discuss leadership and management of the setting. The inspector looked at relevant documents provided, including evidence of the suitability of staff. n The inspector completed a joint observation with one of the leaders. n The inspector spoke to staff and children at appropriate times during the inspection. She also spoke to a number of parents and took account of their views.

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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

24 November 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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