Tinkerbell Private Nursery

Inspection of Tinkerbell Private Nursery William Street, Littleborough, Rochdale OL15 8JP

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Overall effectiveness Good

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

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The provision is good

Staff develop strong bonds with children, who are happy in their care. Staff have high expectations of children, and their behaviour is excellent. Children show that they feel safe and secure in the calm and nurturing environment. Older children confidently explore the environment independently. Babies regularly check in with their familiar adults for cuddles. They confidently explore and move around furniture to develop their physical skills. Babies' needs are promptly met as the adults know them well. As a result, their feed and sleep times are calm and relaxed.

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The provision is good

All children benefit from hearing a wide range of new words through their interactions with staff. They enjoy lots of opportunities to join in with story times and singing. Babies smile in delight as they join in with actions to familiar songs and learn how to play musical instruments. This has a positive impact on children's communication and language development, which has been hindered by the COVID-19 pandemic.

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The provision is good

Children are supported to develop their independence. At lunchtime, they skilfully serve their own meals from dishes. They show that their views are valued as they confidently talk about their likes and dislikes. For example, while painting, they happily talk about their pictures and how they love to paint. Children show high levels of concentration during their play as they independently complete jigsaw puzzles and construct models with blocks.

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need to do better?

n The early years teacher (EYT) ensures that the curriculum is accessible to all children. The EYT has worked with staff to implement significant changes, such as planning, to help to improve the quality of their teaching and children's learning. As a result, staff know and understand what all children know, enjoy and need to learn next, including those children with special educational needs and/or disabilities. All children are receiving consistent access to high-quality learning. n Children are supported well when moving on to other rooms or school. Older children recently visited a local school for a stay-and-play session in the Reception class. For younger children, an 'All About Me form' is completed by their key person and parents. This contains information about children's interests and next steps. This helps to ensure that children's individual needs are understood and met, which has a positive impact on their well-being.

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need to do better?

n Staff feel supported and valued in their roles. They have opportunities to discuss concerns and identify areas for continual professional development. However, the nursery manager is working within ratios and has her own key group of

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need to do better?

20 April 2022 children to support. As a result, supervision sessions and team meetings are not taking place as often as is necessary. This has led to staff not always having timely support to help them to improve some areas of their practice. n Leaders have a clear vision for the nursery and work closely with the staff team to develop practice. A recent review of the outdoor area and toddler room has resulted in the introduction of new resources. Leaders have identified that children's play in these areas is now much more focused on their interests and higher levels of engagement. n An effective key-person system supports babies and children to develop secure attachments. Babies have a safe and secure relationship with their key person and snuggle in for a nap when they are tired. Children have access to healthy meals and snacks. They confidently speak about which meal is their favourite and the choices they have made for breakfast. This has a positive impact on

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need to do better?

children's physical and emotional development. n Parents speak highly of the nursery and staff. They express how their children have grown in confidence and made progress since starting. However, leaders do not routinely work with parents to help to support their children's learning further in the nursery and at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a good understanding of how to keep children safe. The nursery is clean and safe indoors and outdoors. Staff understand whistle-blowing procedures and how to report concerns. They know the possible signs and symptoms of abuse and what to do if they are concerned that a child may be at risk of harm. A robust recruitment procedure ensures that adults are suitable to work with children. Induction and probationary periods ensure that new staff understand policies and procedures and feel confident in their role and responsibilities.

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should:

n provide more timely support to help staff to address their areas for development n strengthen existing partnerships with parents to support children's learning further in the nursery and at home.

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Setting details

Unique reference number 316466 Local authority Rochdale Inspection number 10234512 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 39 Name of registered person Tinkerbell Children's Day Nursery Ltd

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reference number

Telephone number 01706 377800 Date of previous inspection 10 October 2016

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Information about this early years setting

Tinkerbell Private Nursery registered in 1989. The nursery employs seven members of childcare staff. Of these, four hold appropriate early years qualifications at level 3. The nursery opens from Monday to Friday all year round. Sessions are from 7.30am until 5.30pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the nursery received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the nursery. n The early years teacher and the inspector had a learning walk together and discussed the early years curriculum. n Children spoke to the inspector about what they enjoy doing while at the nursery. n The inspector observed the interactions between the staff and children. n Parents shared their views of the nursery with the inspector. n The inspector spoke to staff at appropriate times during the inspection and took account of their views. n The experiences for children were tracked during the inspection. n The early years teacher and the inspector carried out a joint observation.

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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

20 April 2022 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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