Tam's House

Inspection of Tam's House 50 Bouverie Road, London N16 0AJ

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Overall effectiveness Outstanding

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

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The provision is outstanding

Children flourish at Tam's House. Their day begins with a warm welcome from the nurturing and dedicated staff, who meet them at the door and settle them into their rooms. Staff use their exceptional knowledge of children's individual needs and interests to carefully tailor their care and learning experiences. This helps children to feel safe and secure.

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The provision is outstanding

The manager and staff are ambitious for all children. They provide a highly effective curriculum and teach children in a carefully sequenced way. For example, staff know that children benefit from managing their own personal care. As children move through the nursery, staff help them to learn and build on these skills. Children of all ages are exceptionally independent. For instance, babies observe the toddlers putting on their shoes and coats before outdoor play and are extremely keen to have a go themselves.

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The provision is outstanding

The manager and staff have extremely high expectations for all children. They help them to grow into self-assured individuals who love to learn. For instance, staff use playful ways to support children's early language and literacy skills, such as making up humorous verses to their favourite songs. Children are relaxed and giggle together as they explore the sounds of words and create simple rhymes. Children show impeccable behaviour. They have excellent manners and treat the environment and others with care and respect. For instance, older children help each other to tidy up and place their waste paper in a recycling bin after a cutting activity.

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need to do better?

n Staff establish strong partnerships with parents right from the start to promote children's individual needs and interests. They evaluate children's development precisely and quickly identify if they need extra help. The manager and staff are well trained to support children with special educational needs and/or disabilities (SEND). They liaise closely with other professionals and implement highly focused plans to ensure that no child gets left behind in their learning. n Staff skilfully and consistently use children's interests to foster their enthusiasm for learning. For example, they incorporate children's fascination with dinosaurs into exciting and challenging activities. Children eagerly take part in lively discussions about why dinosaurs became extinct. They become confident in using new vocabulary, such as 'volcano' and 'meteorite'. Children readily practise their mark-making and cutting skills to create pictures of dinosaurs for a bowling

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need to do better?

game. They have enormous fun as they roll a 'meteorite' to knock down and make 'extinct' as many dinosaurs as they can. n Children learn to celebrate what makes them unique and this contributes greatly

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need to do better?

27 February 2024 to their sense of inclusion and belonging. For example, babies happily point to their parents on a display of family photos, and older children confidently share their home languages at registration time. Children also benefit from a wealth of experiences outside of the setting. This helps them to feel part of the wider community and to learn about the lives of others. For instance, staff and children visit the nearby library, park and shops. They raise funds for local charities, such as a foodbank. n The manager invests in regular coaching and training opportunities for all staff to continually strengthen the excellent teaching across the setting. This has a positive impact on children's overall development. For instance, staff incorporate visual aids as they communicate with children. This supports all children, including children with SEND and those who speak English as an additional

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need to do better?

language, to quickly learn the routines and expectations. Staff comment on how this significantly enhances children's well-being and behaviour. n Parents thoroughly recommend the setting and comment on the attentive and caring staff. They are delighted with the highly personalised approach to each child's care and education. Parents say they are encouraged to share information about family life, contribute to topics and attend special events. They feel well informed and included in their children's learning. n Children display exceedingly high levels of confidence in their interactions and during their play. For example, children were keen to show the inspector around their garden. They were excited to talk about the spring flowers they have planted and to demonstrate the activities that they most enjoy.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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Setting details

Unique reference number EY450792 Local authority Hackney Inspection number 10308384 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 18 Number of children on roll 23 Name of registered person Tam's House Limited

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reference number

Telephone number 0208 880 2551 Date of previous inspection 7 March 2018

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Information about this early years setting

Tam's House registered in 2012. It is situated in the London Borough of Hackney. The setting employs seven members of childcare staff, all of whom hold early years qualifications at level 2, 3, 4 or 5. The manager holds a Montessori teaching qualification. The nursery is open Monday to Friday from 8am until 6pm, all year round. The provider offers funded early education for children aged three and four years.

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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, who also owns the setting, showed the inspector around the premises. She explained how they organise the environment and learning programmes for children. n The inspector observed activities and interactions between children and staff to help evaluate the quality of the education. This included a joint observation with the manager. n Parents, staff and children shared their views and experiences with the inspector at appropriate times during the inspection. n The manager met with the inspector to discuss leadership issues, such as staff recruitment and suitability checks. She ensured that relevant documents were available for the inspector to view.

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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

27 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.

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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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