Tinky's Pre-School

Inspection of Tinky's Pre-School Gatehouse Cp School, Secmaton Lane, DAWLISH, Devon EX7 0LW

p.1

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

p.1

The provision is good

The pre-school is inviting and interesting for the children. Children have access to many different activities to support their learning and development. In addition, staff introduce new activities, challenges and skills every day for the children to explore and learn from. Children can choose these independently. This choice fosters confidence and a love of learning. For example, children take toys from well-organised storage areas, such as building logs or colouring pencils and paper, and develop creative and critical-thinking skills. Children choose to take part in daily group projects, such as brushing the teeth of toy dinosaurs, to develop fine motor skills, social skills and to support their awareness of the importance of dental hygiene.

p.2

The provision is good

Children are kind to each other. Their behaviour is positive. Children make good friends and staff model high expectations for behaviour. Children are well supported to try new things and praised for their achievements.

p.2

The provision is good

Children are able to explore a large outside area, where they run and play. They develop balancing skills on steppingstones and balance beams. They enjoy creating 'meals', cooperating with each other and socialising in the mud kitchen. They have access to a large play area and woods, where they enjoy 'outdoor' learning sessions and develop their understanding of nature and the wider world.

p.2

need to do better?

n Managers have developed an ambitious curriculum, and they have the same ambitions for all children. They ensure that children, and particularly those who are less advantaged, have the knowledge and skills they need to succeed in life. Children make good progress. However, children's learning could improve further by consistently providing activities that encourage deeper levels of concentration and challenge. n Children with special educational needs and/or disabilities (SEND) are well supported. Staff take quick action when they notice a child is in need of additional support, and they make appropriate referrals. Managers spend additional funding effectively. Staff are knowledgeable in using successful strategies to help children gain confidence and make progress. Links with specialists, such as speech and language therapists, are strong. Families of children with SEND are well supported. n Staff ensure that their own speaking and listening enables children to hear and

p.2

need to do better?

develop their own language and vocabulary well. They use projects to help broaden children's exposure to new words. There is a library of books that children can take home to read. There are lots of interesting books available around the room and outside. However, at times, opportunities for staff to read

p.2

need to do better?

17 October 2022 to children are missed and, as a result, children are sometimes not fully supported to speak with increasing confidence and fluency or guided in the preparation for them to become fluent readers. n Links with parents are strong. Managers and staff communicate with parents daily. Parents give positive feedback about children's development. Parents say that they are well informed, that activities are interesting and their children are happy. Staff send home 'learning packs' to support the children's understanding. Different packs cater for different needs. For example, one pack supports numeracy, and another helps children learn how to use scissors. n Children explore and express their emotions. There is a mindfulness corner for the children to relax in and read books about feelings. They also have a mirror to look at their reflection, and they think and talk about how they are feeling.

p.2

need to do better?

n Transitions to primary school are positive, especially to the primary school that is located in the same building as the pre-school. Teachers from the school get to know the children who will be moving up. They also give lessons to children who are ready to learn letters and numbers and provide training sessions to the staff at the pre-school. Older children enjoy eating their lunch in the primary school hall. This experience helps the children to become used to eating with lots of children, develop confidence and get to know their future teachers and school. n Staff support the children to make healthy food choices and to develop good hygiene practices, such as handwashing and toothbrushing. They encourage children to be independent, such as during snack time, where they spread their own butter on their toast and wash up their dishes when they have finished.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Managers have created good safeguarding arrangements. Staff know what is expected of them with regards to safeguarding. They know how to spot the signs of possible abuse and are confident in how to put safeguarding policies into practice and how to refer any concerns. Managers follow a rigorous and effective recruitment procedure. Staff inductions are thorough. New staff feel confident in their working environment, and staff feel well supported. Managers conduct regular appraisals and suitability checks to ensure staff are suitable to work with children. Managers provide staff with training, undertake regular knowledge checks, and ensure that staff access good-quality professional development.

p.3

should:

n enhance children's learning further by extending activities to encourage deeper levels of concentration and learning n ensure all children develop a love of books and reading to develop strong

p.3

should:

17 October 2022 foundations for future learning, especially in preparation for becoming future readers.

p.3

Setting details

Unique reference number EY412281 Local authority Devon Inspection number 10233769 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.5

inspection

Total number of places 29 Number of children on roll 47 Name of registered person Ham, Patricia

p.5

reference number

Telephone number 01626 865381 Date of previous inspection 5 December 2016

p.5

Information about this early years setting

Tinky's Pre-School registered in 2010 and is located in Dawlish, Devon. The pre- school is open each weekday, from 7.45am to 4pm, term time only. There are seven members of staff. Of these, one holds a level 6 qualification, one holds a level 4 qualification, three hold level 3 qualifications, one holds a level 2 qualification, and one member of staff is unqualified. The pre-school receives funding to provide free early education for children aged two, three and four years.

p.5

Inspection activities

n This was the first routine inspection the provider 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 provider. n The inspector spoke with the staff and children during the inspection. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector carried out a joint observation with the manager and deputy manager. n The inspector looked at relevant documentation and evidence of the suitability of staff working in the nursery.

p.6

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.

p.6

Inspection activities

17 October 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7