Tiny Feet Preschool

Inspection of Tiny Feet Preschool Callebaut Hall, 15 Kingston Road, Taunton, Somerset TA2 7SA

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 Not applicable

p.1

The provision is good

Children engage well with the learning activities on offer at this setting. They show positive attitudes towards learning. Children form good relationships with staff, who encourage them to be as independent as possible. They feel safe to explore the pre-school, with staff encouraging and supporting them to try new things. Staff praise children's efforts and achievements regularly, to motivate them to learn and boost their self-esteem. Children make good progress in their learning during their time at the pre-school. They gain a range of skills that they will need for the next stage in their education.

p.2

The provision is good

Children behave well, and staff encourage them to show respect for one another. Staff sit and talk to children at lunchtime and encourage them to share what they have been doing at home. Staying healthy is a big focus. Staff arrange learning activities to promote healthy eating, exercise and yoga. This helps children to learn how to look after their bodies.

p.2

The provision is good

Staff know the children well. The leadership team work in partnership with parents to gain information about what each child can do when they start at the pre- school. They use this information to decide what children should learn next. The manager and her team work hard to support all children, including those with special educational needs and/or disabilities (SEND) and children who are learning to speak English as an additional language.

p.2

need to do better?

n Parents speak highly of the pre-school and feel well supported by staff. They report that they feel very safe leaving their children at the pre-school. Parents feel that staff are very attentive to their children's needs. They feel that their children are making good progress as a result of attending this pre-school. For example, when children find it difficult to touch new textures, staff use children's interests to motivate them. This ensures that children try new things and make progress. n Staff have high expectations for children's behaviour. They take time to explain why a particular behaviour is not kind. They use a kindness jar to encourage children to use their manners, share and be kind to one another. Staff have put activities in place to help children practise their sharing skills. This teaches children to respect each other and to recognise the effect that their behaviour has on others.

p.2

need to do better?

n Staff help children to develop their early mathematical skills. They model mathematical language and provide lots of opportunities to practise counting, number recognition, shape recognition and measuring. For example, they encourage children to compare objects using weighing scales to see which are

p.2

need to do better?

12 January 2023 heavier and lighter. This prepares them for the next stage of their education. n Staff value the importance of reading and books. Staff sing songs, read stories and re-enact tales with finger puppets. They provide a lending library so that children can take books home to read with their families. This helps children to develop a love of reading. n The manager ensures that children with SEND receive support as early as possible. She refers to outside agencies for advice, such as speech and language therapists and occupational therapists. She involves health visitors and other specialists to tailor care to the needs of the children. This early intervention is invaluable as children progress through their education. n The manager has a sound knowledge of the skills that children learn at different ages and stages of development. She has started to share this knowledge with other staff, to involve them in planning the curriculum. However, there is scope

p.2

need to do better?

to strengthen professional development so that all staff have a clearer understanding of what they want children to learn and how they can plan activities to achieve this. n The manager has started to think about ways to organise the learning environment to cater to the children's different ages and stages of development. For example, older children practise their early writing skills in a quieter area to prepare them for school. However, some staff do not always consider how to adapt an activity to reflect the different ages or abilities of some children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

All staff have a good knowledge of safeguarding. They are alert to signs of potential abuse and know the procedure to follow if concerned about a child in their care. In the event of an allegation made against a member of staff, they are clear on the actions to take and know the appropriate agencies to contact. Where necessary, the manager changes routines to ensure the safety of all children. Safer recruitment procedures are in place to ensure that all staff are suitable to work with children. The manager has created a robust staff induction system to give staff the information that they need to keep children safe.

p.3

should:

n support staff to fully understand how to implement and sequence the curriculum so that they can plan activities to consistently build on what children know and can do n enhance staff understanding of how to adapt learning activities in order to meet the needs of the age and stage of children participating.

p.3

Setting details

Unique reference number 2602340 Local authority Somerset Inspection number 10251594 Type of provision Childcare on non-domestic premises

p.4

Registers

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

p.4

inspection

Total number of places 20 Number of children on roll 26 Name of registered person Trego, Louise

p.4

reference number

Telephone number 01823 617560 Date of previous inspection Not applicable

p.4

Information about this early years setting

Tiny Feet Preschool re-registered in 2020 and is situated in Taunton, Somerset. The setting is open Monday to Friday, from 8am to 3pm, term time only. There are four members of childcare staff. Of these, one holds relevant qualifications at level 8, one holds an appropriate early years qualification at level 3 and one at level 2. The pre-school provides funded early education for two-, three- and four-year-old children.

p.4

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 and the manager conducted a learning walk to discuss how the pre-school is organised, the curriculum and what they want children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed staff interactions with children and the impact these have on children's learning. n The manager, who is also the special educational needs coordinator, spoke to the inspector about how they support children with SEND. n A joint observation with the manager was carried out, and discussions about the quality of the teaching observed were held. n Parents shared their views with the inspector, and these were considered to

p.5

Inspection activities

assess the effectiveness of partnerships with parents. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

p.5

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.5

Inspection activities

12 January 2023 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.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6