The Tadpoles Nursery

Inspection of The Tadpoles Nursery The Old Chapel Stores, Woodham Walter, Maldon, Essex CM9 6RF

p.1

Overall effectiveness Outstanding

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

p.1

The provision is outstanding

Children thrive in this exceptional setting. They thoroughly enjoy exploring and investigating the wonderful awe-inspiring activities and resources. Children are deeply engaged in what is on offer. They concentrate for some time creating an incredible 'sculpture' made of play dough and shells. Children independently select craft materials from a 'creation station' outdoors. Through their choices, children demonstrate what they have learned and remembered. For instance, they recall why they stood silently on Remembrance Day, and then choose to make poppy prints from corks and red paint.

p.2

The provision is outstanding

Staff are extremely responsive to children's sparks of interest. They make sure that every child feels special and listened to. For example, when children want to use the real tools, staff find an appropriate place to sit with them. Children put on their goggles and expertly saw wood and hammer nails. They know how to use these carefully and safely. Staff provide interesting words, such as 'sawdust', to extend children's growing vocabulary. Children are excited to discover a bug in the garden and want to know what it is called. Staff skilfully ask them, 'How can we find out about things we don't know?'. Children keenly respond and suggest looking in a book or on the internet. This demonstrates their enthusiasm and motivation to learn and know more. Children try and do things for themselves, whenever possible. For example, they eagerly want to show the inspector how they can put on their own wetsuits. They beam with immense pride at their achievements.

p.2

need to do better?

n The inspirational manager is thoroughly committed to providing an environment where all children and staff are nurtured and appreciated. There is a highly effective programme of supervisions and team meetings. These are designed to ensure that practice is consistently excellent, and all staff have a shared vision to provide high-quality care and education for every child. n The pre-school is at the heart of the community. Children become completely immersed in special events around the village. They attended a tree planting ceremony to celebrate The Queen's Platinum Jubilee and raised funds for a local playground. This helps foster a real sense of belonging and gives children first- hand experiences that help them learn and understand more about their world. n The manager and her dedicated team successfully reflect and adapt the provision to meet children's ever-changing needs and interests. For example,

p.2

need to do better?

they noted that children were developing a growing desire to explore water. Consequently, they fitted an accessible outdoor tap and constructed a water wall to build on this curiosity. n Staff share high expectations for all children. They have a common understanding of what they want children to be able to do before they move on

p.2

need to do better?

14 November 2022 to the next stage of their education. Staff precisely assess children's progress through their focused observations and superb knowledge of each child. n Children enthusiastically embrace the pre-school's rules and routines. They pay close attention to a sand timer which helps them understand how long they must wait for their turn to take part in an activity. Staff give a five-minute warning until tidy-up time. This allows children to complete their task and contributes to making sure learning is undisturbed. Children work collaboratively to put toys and resources correctly back where they belong. They are fully involved in keeping their environment safe and tidy. n Children feel immensely secure and settled. They show that they are comfortable from their very first day in the setting. Staff work hard to build trusting relationships with their key children. As a result, children seek their key

p.2

need to do better?

person for support; for example, when they are upset or need help to get changed. This demonstrates their incredibly close bonds. n The team works particularly closely with the local school and staff have forged an excellent partnership. Children take part in their forest school sessions and participate in a school readiness programme. This enables them to become exceptionally familiar with the school and helps overcome barriers to a smooth transition. n Staff rapidly identify children who may need more focused support. They work extremely closely with parents and other professionals to meet each child's specific needs. Therefore, all children make excellent progress from their starting points. n The manager recognises that some children need extra support following the COVID-19 pandemic. Staff place a high priority on supporting children's feelings and anxieties. They thoughtfully use additional funding to provide targeted

p.3

need to do better?

support. For example, children express their emotions through weekly music and movement classes. Staff have devised a speech and language monitoring list. This is regularly reviewed to ensure that every child can flourish to become a confident communicator. n Parents and grandparents talk fondly about the pre-school. They greatly appreciate their key persons' support and advice. Parents describe staff as 'intuitive'. They say their children are now far more interested in books and speak more fluently as a result of attending this inspiring pre-school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The manager uses her vast experience as a safeguarding trainer to ensure that staff have in-depth knowledge of how to protect children. Safeguarding is at the top of the agenda at every supervision and team meeting. This keeps it at the forefront of staff practice. They confidently talk about the procedures they would follow in various scenarios where children may be at risk. This includes in the event of an allegation against themselves or a colleague. Robust recruitment processes and relevant checks contribute to ensuring that staff are suitable to work with children.

p.3

Setting details

Unique reference number EY481210 Local authority Essex Inspection number 10236465 Type of provision Childcare on non-domestic premises

p.5

Registers

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

p.5

inspection

Total number of places 14 Number of children on roll 21 Name of registered person Seear, Pamella Jane

p.5

reference number

Telephone number 01245 222711 Date of previous inspection 22 February 2017

p.5

Information about this early years setting

The Tadpoles Nursery registered in 2014 and is situated in Maldon, Essex. The pre- school employs six members of childcare staff, including the owner/manager. Of these, four hold an appropriate early years qualification at level 3 and above. The nursery opens from Monday to Friday, term time only. Sessions are from 8.45am until 3pm. The nursery provides funded early education for two-, three- and four- year-old children.

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 manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents and grandparents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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

14 November 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