Partou Tippy Toes Day Nursery & Pre-School

Inspection of Partou Tippy Toes Day Nursery & Pre-School 84 Firgrove Crescent, Yate, BRISTOL BS37 7AG

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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 Requires improvement

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The provision is good

Children are happy and enjoy their time at nursery. Staff are kind and nurturing. They eagerly greet children and their parents when they arrive, helping children to settle quickly. Leaders and staff have high expectations for all children. They have developed a curriculum which focuses on providing children with a wide range of opportunities and experiences within their local community to enhance children's learning. Children of all ages take part in regular outings in their community. Older children enjoy trips to the local care home, and staff take children to the fruit market and on walks to the shops or to the park.

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The provision is good

Children benefit from lots of interesting and creative resources and activities that staff provide. Children enjoy playing imaginatively as they make their own concoctions in the garden to create their own 'strawberry smoothies'. They talk to their friends about what it might taste like and what else they can add. The younger children enjoy using bottles to spray paint and explore the marks that they make. Children are curious and keen to explore. They enjoy being outside and exploring the garden. They develop their confidence and strength as they climb and balance on the equipment and staff set them challenges. Children form good relationships with the staff and with their peers, and staff have high expectations for children's behaviour. Staff set clear routines and boundaries, and this helps children to know what to expect next.

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need to do better?

n Staff know the children well. They assess children's progress to enable them to identify gaps in children's learning and to target their support. Staff use their knowledge of children's interests to provide activities and support children's engagement in learning. For instance, staff initiate play with children using the pretend fire station, as this is something that interests them. Children talk about what they remember from their visit to the fire station. They recall how the equipment is used and how they can get help in an emergency. n Leaders have worked closely with the special educational needs coordinator (SENCo) to ensure that children with special educational needs and/or disabilities (SEND) have targeted support. The SENCo works with parents and staff to put plans in place to meet children's individual needs. Staff have created a calming environment to use with children with SEND when they are feeling

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need to do better?

overwhelmed. n Since the last inspection, leaders and staff have worked hard to make the necessary improvements to the provision. Leaders have worked with staff to create the curriculum based on what they want children to learn. Staff focus their curriculum on helping children to learn the skills that they need for the next stage of their learning. For instance, staff working with the youngest children

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need to do better?

11 June 2024 focus on supporting children's language and communication skills. Children eagerly join in with repeating words and sounds and they enjoy copying familiar songs and rhymes. Leaders recognise that they need more focus on developing the implementation of the curriculum in the toddler room to further support children's listening and attention skills. n Staff place a strong focus on supporting children to recognise their feelings and emotions. Older children learn to share and take turns with the resources independently. Children confidently use the 'sharing timers' to take turns with equipment and respond well to this. Children confidently talk about their emotions, recognising when something has made them angry, and staff reassure them and support them to make them feel better. n Overall, partnerships with parents are strong and well established. Parents say that they like seeing the photos that staff send them of their children playing.

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need to do better?

They access information about children's sleep times and what they have eaten. Staff take time to speak to parents when they arrive to collect their children to inform them about their child's day. However, these partnerships could be developed further to involve parents in supporting their children's learning at home and create a shared approach to children's learning. n Leaders and staff celebrate the diversity within their setting. They work with parents to learn about their families' cultures and to celebrate their individuality.

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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 continue to develop the implementation of the curriculum in the toddler room n build on the good partnerships with parents to involve them more in supporting their children's learning at home.

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Setting details

Unique reference number EY336168 Local authority South Gloucestershire Inspection number 10306174 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 45 Number of children on roll 76 Name of registered person Little Acorns (South West) Limited

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reference number

Telephone number 01454 850 122 Date of previous inspection 12 July 2023

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Information about this early years setting

Partou Tippy Toes Day Nursery & Pre-School registered in 2006 and is located in Yate, South Gloucestershire. The nursery is open each weekday, from 7.30am until 6pm, all year round, excluding bank holidays and a week between Christmas and New Year. The nursery receives funding for the provision of free early education for children aged two, three and four years. It employs 17 members of staff who work with the children. Of these, the majority hold relevant early years qualifications ranging from level 2 to level 6.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. 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 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 that this was having on children's learning. n The inspector carried out a joint observation of an activity with the manager. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

11 June 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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