Tiptree Preschool Nursery

Inspection of Tiptree Preschool Nursery Tiptree Community Hall Clayhall Crescent, Ilford IG5 0SY

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Children's learning needs are not consistently met because the quality of interactions between the staff and children is variable. Staff do not always pitch engaging learning at the right level, and some children become disengaged because they are not challenged. This has a negative impact on their ability to learn. Although the manager is ambitious for the children and knows what they need to learn, this is not happening in practice.

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The provision requires improvement

There are no clear strategies for managing older children's unwanted behaviour, so staff struggle to help children understand what is expected of them. However, staff are kind and do try to manage behaviour in a caring and sensitive way. Younger children behave well and move around freely, exploring the environment. They make caterpillars in the creative area and enjoy working together around a table. They respond well to adults, who support and encourage them.

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The provision requires improvement

Children are happy and enjoy their time at the nursery. Staff greet them warmly as they arrive in the morning, helping them to make a settled start to the day as they select to play with the resources on offer, such as role-play toys and play dough. They use magnifying glasses to look at leaves more closely and have a go at balancing on beams.

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need to do better?

n The manager and deputy have a vision for the nursery and know what they want children to achieve. However, they do not clearly share this with staff, so staff are not clear about how to implement this. For example, staff do not consistently support children to develop their independence skills, so they do not learn to do things for themselves. n Staff plan and offer some activities to support children's learning and development appropriately. For example, older children investigate which objects sink and float in water. Children talk about what they are seeing and learn new vocabulary. Staff encourage children to squeeze and push play dough to strengthen the muscles in their hands and promote hand-eye-coordination. Staff's positive praise means children take pride in their achievements. n Staff act appropriately if they have concerns about a child's development. They observe and note what they are seeing and work with parents to request

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need to do better?

support from external agencies, such as paediatric assessments for identified children. n The quality of teaching is variable. Staff sometimes interrupt children's play or restrict them from accessing activities and resources of their own choosing. Older children flit between activities, which means they do not develop the concentration skills they need to engage in meaningful learning.

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need to do better?

22 March 2024 n Some staff use visual clues to help children understand what they would like them to do. For example, they show them a nappy to indicate that it is nappy- changing time. This supports children to develop their understanding of what is happening, and they respond positively to what is being asked of them. n Although staff provide a range of activities for children, the aims and purpose of activities are not well thought out. This means children, especially those that are older, do not engage in learning consistently and become restless. Some unwanted behaviour goes unobserved, while some staff try to encourage positive behaviour. However, staff intervention is not always effective. At times, children ignore requests to stop, and they become disruptive. n Visits to an outdoor playground, with large climbing equipment, help children to develop their physical skills. Children explore the world around them, using their

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need to do better?

senses, on regular nature walks. They talk about how the rain feels cold on their faces and look for birds flying in the sky. n The nursery works with the local authority to access training, particularly around supporting children's communication and language skills. However, the impact of these staff development opportunities on children's learning outcomes is not yet clear. n The nursery works well with parents, who talk positively about information shared during handovers and parents' evenings. They say that staff keep them updated about what their children have been doing, their care routines, sickness and any accidents.

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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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Due date

fully develop and embed behaviour management strategies so expectations are consistent and explained to children 30/04/2024

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Due date

enhance current methods of staff development to improve their practice and raise the quality of teaching to a consistently high level. 30/04/2024

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should:

n promote children's independence to help them consistently do things for themselves.

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Setting details

Unique reference number EY498410 Local authority Redbridge Inspection number 10316970 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 34 Number of children on roll 22 Name of registered person Aa Adas Limited

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reference number

Telephone number 02034095723 Date of previous inspection 23 May 2018

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Information about this early years setting

Tiptree Preschool Nursery registered in 2016. It operates from the Tiptree Community Hall in Ilford, London. The setting opens Monday to Thursday from 8am to 6pm, and on Friday from 8am to midday. It is open all year round and provides care for children from two to five years old. There are four staff; of these, two hold suitable qualifications at level 3, and one holds early years professional status. The nursery receives funding to provide free early years education for two-, three- and four-year-old children.

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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 deputy manager took the inspector on a learning walk of the provision and explained their approach to learning. n A leadership discussion was held with the manager and deputy manager. n The inspector gained some views from parents about the nursery provision. n The inspector observed interactions between staff and children. n The inspector observed the quality of the education being provided and assessed the impact that this was having on children's learning.

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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

22 March 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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