TARQ'S ARQ Limited

Inspection of TARQ'S ARQ Limited Skol Goth, Albany Place, Falmouth TR11 3BZ

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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

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The provision is good

All children feel safe and included. On arrival, staff greet all children by saying 'Hello friends'. Children answer back with the same. When children leave, all their friends wave goodbye. Children have a strong sense of belonging. For example, babies find their photo and stick it on the wall. They tell staff the names of their friends who are already on the wall. Babies love learning everyone's names and they feel at home.

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The provision is good

There is an ambitious physical development curriculum in place. Staff follow children's interests and provide different levels of challenge for children. For example, toddlers and pre-school-aged children want to ride a bicycle. Staff provide tricycles, scooters, balance bicycles and pedal bicycles. Staff support children to improve their spatial awareness and riding skills using this range of equipment at their own pace. Toddlers and pre-school-aged children move on to the next level when they are confident and ready. Babies develop their core and upper body strength. They climb up and down small ramps and crawl through tunnels. All children develop good self-esteem and are proud of their accomplishments.

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The provision is good

Leaders organise visits to a local community centre and broaden children's knowledge about where they live. Toddlers and pre-school-aged children sing songs to visitors there. They learn about road safety on the way and know they must hold hands with each other and staff.

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need to do better?

n Staff develop babies' communication and language skills effectively. Babies enjoy listening to the rhythm and rhyme of songs. Staff play a guitar to them. Babies sway to the music and show high levels of well-being. Staff adjust the speed of the songs so all babies can join in. Babies successfully build on their vocabulary. They bring role-play items to staff and name them. Staff repeat these words back to reinforce babies' pronunciation. n Children are resilient. Toddlers request to ride a balance bicycle in the garden. Staff help them to put a safety helmet on. Toddlers make many attempts to stay upright and persevere until they succeed. Pre-school-aged children request to play with hula hoops. They show determination to roll them around without falling. Staff play alongside and help them to achieve their goal. n Staff teach pre-school-aged children about mathematical concepts effectively. They lay out a range of objects and ask the children to compare the size of the

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need to do better?

objects. Pre-school-aged children concentrate and work cooperatively together. They decide which one is the 'biggest' and 'smallest' and line them up in order from big to small. n Staff support children with special educational needs and/or disabilities (SEND)

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need to do better?

14 May 2024 well. They use visual aids to help children with SEND understand when it is time to do something different. For example, staff show traffic light cards and objects of reference to children when it is time to change their nappy. This eases transitions for children with SEND and meets their needs effectively. n Staff help toddlers to wash their hands before they eat. Toddlers say that this makes their hands 'nice and clean'. However, staff do not always support toddlers to become more independent, to better prepare them for their next stage of learning. For example, staff lay the table for snack and hand out the fruit to toddlers. Although toddlers are able, staff do not request toddlers to join in with these tasks to develop their independence skills further. n Parents comment highly on the secure relationships their children have with staff and their friends in the setting. They value the experiences that their children

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need to do better?

have such as visiting the park, library, or watching aeroplanes take off from a nearby airbase. However, staff do not consistently share children's next steps of learning with parents to further support their learning and development outside of the setting. For example, not all parents know what their children are working on next so they can continue this learning at home. n Leaders identify opportunities for staff's professional development and support them to improve their practice. Recent training for pre-school staff on mathematics in the curriculum has had a positive impact on their teaching. For example, staff include references to mathematical concepts and numbers throughout the day. As a result, pre-school-aged children use more mathematical language in their play.

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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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should:

n support toddlers to become more independent, to better prepare them for their next stage of learning n share children's next steps of learning with parents to further support their learning and development outside of the setting.

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Setting details

Unique reference number 2743193 Local authority Cornwall Inspection number 10321551 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 60 Number of children on roll 137 Name of registered person TARQ'S ARQ Limited

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reference number

Telephone number 07866055401 Date of previous inspection Not applicable

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Information about this early years setting

Tarq's Arq re-registered in 2023 due to a change of legal entity and has operated since 2013. The childcare setting operates from the old school on Albany Place, in Falmouth, Cornwall and is open from 6.45am to 6pm each weekday, all year round. The setting receives funding for the provision of free early education for children aged two-, three- and four years old. There are 18 members of staff, including one administrator. The registered individual/manager holds an early years degree and is a qualified teacher. There 12 staff that are qualified to level 3 and four members of staff that are working towards a childcare qualification.

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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 inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children communicated with the inspector during the inspection. n Staff spoke to the inspector during the inspection. 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 The manager and the inspector carried out a joint observation of an activity. n The inspector spoke to several parents during the inspection and took account of

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Inspection activities

their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

14 May 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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