Tiddlywinks Pre School (Bessacarr)

Inspection of Tiddlywinks Pre School (Bessacarr) 8 Bawtry Road, DONCASTER, South Yorkshire DN4 5NW

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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 Good

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The provision is good

Leaders and managers have devised a clear curriculum to help children to develop a range of skills as they grow and develop. Children are warmly greeted by the staff, resulting in most of them happily and confidently entering the pre-school. Babies are supported to develop secure attachments to staff. During outside play, babies enjoy seeing their older siblings. Their faces light up when their siblings come over to say hello. Children are encouraged to use good manners and to behave well. Staff help them to recognise the core emotions of when they are sad, angry and happy. Children remain safe. The premises are securely maintained and staff follow safeguarding procedures to ensure that children remain protected from potential harm.

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The provision is good

Popular books are shared with children throughout the pre-school, with staff planning interesting activities to further enhance children's learning. For example, after reading 'The Very Hungry Caterpillar' story to the older children, staff plan an interactive activity which is differentiated to suit the needs and abilities of each child. The oldest children are encouraged to complete simple addition and subtraction sums using fruit associated with the story. Younger children are encouraged to count out the correct number of fruits. Children with special educational needs and/or disabilities (SEND) are encouraged to identify a named fruit between two different choices. Children remain engaged for a good length of time as their interest is successfully sustained by staff.

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need to do better?

n Staff introduce lots of singing into babies' play. For example, as a baby pulls to stand and navigates onto the rocker, staff begin to sing 'Row, row, row your boat'. They smile as they gently move the rocker backwards and forwards. The continual dialogue offered by staff, and the use of singing, helps to support babies' early communication skills. n When staff read stories to older children, they regularly pause, which allows children to recall popular words and phrases. During the fruit activity, older children correctly identify the letter sounds associated with each fruit. Staff further promote children's awareness of letters and sounds as they encourage them to find objects around the room associated with specific letter sounds. n During some routine experiences, staff are unable to consistently provide children with quality interactions. For example, at snack time, staff's focus is on overseeing all children, rather than offering quality interactions and engagement.

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need to do better?

This means that staff are unable to fully help each child to further develop their skills, such as learning how to butter their own rolls. When children go outside, staff encourage them all to enter the conservatory area to access their outdoor clothing. While staff try and promote children's independence, they are unable to

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need to do better?

20 May 2024 effectively support each child, as the experience becomes rushed. n During outside play, children learn to safely use the designated space for riding trikes and cars. They learn how to care for living things as they water the vegetables and flowers they have planted. Staff provide an enclosed, secure area for younger babies who are not yet walking, to keep them safe from the more active older children. Older babies are supervised as they access the main play area, where they enjoy mingling with the older children. n Children are encouraged to learn how to sit and listen. Staff work with children on managing their emotions. They offer reminders about sharing and taking turns, helping children to learn to socialise and play cooperatively together. n The manager is the new special educational needs coordinator, and another staff member is also undertaking training to support her in this role. Personalised

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need to do better?

learning plans are in place for children with SEND, and these are implemented well during focused activities. However, targeted interventions to support the communication skills of children with SEND are not consistently used during free-play opportunities. n Leaders and managers wisely consider how best to spend additional funding so that it has the most impact on the children. In some instances, it is spent on purchasing additional resources to aid children's continual development in specific areas. In other cases, it is spent on purchasing school uniform so that children's sense of self-worth and emotional security are promoted during periods of change.

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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 consider how routine daily events are organised so that staff continue to provide all children with quality interactions which enhance their independence skills n help staff to consistently include the range of targeted communication and language strategies identified for children with SEND, in their free play.

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Setting details

Unique reference number EY416442 Local authority Doncaster Inspection number 10338033 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 32 Number of children on roll 46 Name of registered person Tiddlywinks Pre School (Bessacarr) Ltd

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reference number

Telephone number 01302 533668 Date of previous inspection 25 June 2018

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Information about this early years setting

Tiddlywinks Pre School (Bessacarr) registered in 1972. It employs seven members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 or above. The pre-school opens Monday to Friday all year round, excluding bank holidays. Sessions are from 7.30am until 6pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the pre-school 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 and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. 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 Parents shared their views of the pre-school with the inspector. n The manager and inspector carried out a joint observation during a planned activity. n Children spoke to, or communicated with, the inspector during the inspection. n Staff spoke with the inspector during the inspection.

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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

20 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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