Teddy Bears Nursery

Inspection of Teddy Bears Nursery Teddy Bears Nursey, Heath End Church, Nuneaton, Warwickshire CV10 7JB

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

Children arrive happy and settle quickly at the nursery. Parents drop their children off at the entrance gate. Children are warmly greeted by staff. They smile and chat as they quickly immerse themselves in the wide range of activities and learning. Children choose their name card and picture to self-register themselves on the 'Who's here tree'. They gather for small key-group times with their friends and talk about how they feel today. This supports children's emotional well-being. Staff praise and reassure children throughout the session. Behaviour is good. Children learn the golden rules that help them to stay safe and think about the feelings of others. They learn to cooperate, share and take turns.

p.2

The provision is good

The team has high expectations for all children to do well. Children are confident and hold good levels of self-esteem. Recent changes to the curriculum underpin the children's wide range of learning needs. However, on occasion, staff do not always focus sharply enough on individual children's learning intent. At times, some children move between activities without purpose. Other children who are proficient in counting could be challenged further. Even so, children are excited to learn in both indoors and outdoors. They practise their physical skills. Children show good control of their large movements while running, stopping and starting. They competently handle equipment and develop their fine motor skills to support them in their future learning.

p.2

need to do better?

n The team has high expectations for all children who attend. The curriculum is designed to provide children with the wide range of skills that they will need to acquire to make the best possible progress. Staff are familiar with each child's individual needs. As a team, staff reflect and evaluate how the children learn. This helps them to make any minor changes as necessary to continue to improve their practice. A programme of professional development underpins the staff team's good knowledge. n Managers understand the impact that the COVID-19 pandemic has had on children's development. Not all children were able to play and engage with other children, which has had an adverse effect on their social skills, speech and language. As such, these areas feature strongly in the curriculum. Managers consider how they make the best use of any additional funding to help children acquire the skills they will need for their next stage of learning.

p.2

need to do better?

n Children with special education needs and/or disabilities receive good support. Accurate assessments help staff to identify any emerging gaps at the earliest stage. Good links with external agencies reduce the delay in accessing extra support for children. Staff work with parents to help all children make the best possible progress.

p.2

need to do better?

7 February 2024 n Teaching is good. Staff know the children well and use children's interests to engage them in learning. Staff use simple mathematical language in play. As children build a play den, they think about the different lengths of the sticks that they use. Children start to make comparisons, for example, saying which is 'longer' or 'shorter'. They begin to solve simple problems together, as they consider how they can keep the roof on. Songs and rhymes help children to learn the correct sequence of numbers as they count together and add on another. Children know a wide range of different colours, which they recognise as they play. During role play, they use their imaginations to become police and fire service workers. n Children learn about the wide range of different cultures in our diverse communities. Songs and rhymes introduce words in different languages. Children learn about a range of different festivals throughout the year, including

p.2

need to do better?

which foods are eaten. They explore the wide variety of different cultures and religions. That said, children could learn more about the wide range of different families outside of their own experience. n Parents say that they are very happy with the care and learning their children receive at the nursery. They report that communication is a particular strength and that they like the online app. This keeps them informed about their children's day and the progress they are making. Parents say that their children learn well at the nursery and talk about what they do at home. Parents are supported to continue to help their children learn at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n support further staff to embed the curriculum so that all children's individual learning is focused throughout the session n consider how children learn about the wide range of different families, who are outside of their own personal experience.

p.3

Setting details

Unique reference number 200790 Local authority Warwickshire Inspection number 10317469 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 30 Number of children on roll 22 Name of registered person Hutchinson, Diane

p.4

reference number

Telephone number 07828 410755 Date of previous inspection 24 May 2018

p.4

Information about this early years setting

Teddy Bears Nursery registered in 1983. The nursery operates in Nuneaton, Warwickshire. The nursery employs five members of childcare staff. All of whom hold appropriate level 3 qualifications. The nursery opens from Monday to Friday, during term-time only. Sessions are from 9am to 12pm. The nursery 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 viewed the provision and discussed the safety and suitability of the premises. n The manager completed a learning walk with the inspector and discussed the early years foundation stage curriculum. n The inspector talked to staff, parents and children 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 this was having on children's learning. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working at the nursery.

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

7 February 2024 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