Tomberries Nursery

Inspection of Tomberries Nursery 271b Wimbledon Park Road, Southfields SW19 6NW

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Overall effectiveness Inadequate

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

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The provision is inadequate

Children who attend this setting are friendly and confident. They excitedly introduce themselves to visitors and play well with their peers. However, leaders do not ensure that the curriculum is ambitious for pre-school age children. Staff's expectations of what children can achieve are not high enough. For example, staff provide the same opportunities for children of all ages within the outdoor area. Children ride trikes, climb and balance along beams. Staff do not consider how to make these activities sufficiently challenging for pre-schoolers.

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The provision is inadequate

Staff do not ensure that children have a clear understanding of their expectations of their behaviour. Too often, staff tell children not to do something, rather than using consistently positive, clear language to support children with their behaviour. This does not support children to feel secure at the setting.

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The provision is inadequate

The nursery is going through a challenging time with regards to staffing. There has been a high turnover of staff. This has impacted on children's experiences. However, leaders are beginning to build up a more stable team of staff again.

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The provision is inadequate

Leaders have not yet put effective systems in place to identify and minimise or remove all hazards or risks. In addition, leaders and staff do not ensure that hygiene arrangements support children's good health. This impacts on children's safety and well-being.

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need to do better?

n Leaders do not implement a well-sequenced curriculum. Staff provide a wide variety of activities for children, which keep children busy for much of the day. For example, children enjoy joining in singing sessions or making collages. However, staff do not carefully consider what children should learn through these activities, to support children to make continuous progress in their learning and development. n Staff know who their key children are and are able to explain their interests well. However, some staff do not have a clear understanding of the appropriate next steps in children's learning, so do not plan appropriate learning opportunities to meet these next steps. This impacts on the progress that children make. n Some staff have a poor understanding of how to support children to behave well. They do not clearly communicate with children about how they expect children to behave. For example, staff tell children to 'sit down smartly', during

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need to do better?

mealtimes. However, they do not follow through with this instruction if children continue to slouch on their chair as they eat. This does not support children to understand what positive behaviours look like or help them to follow instructions. On occasion, staff physically move children to sit down, rather than

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need to do better?

11 April 2024 clearly explaining their expectations. This does not support children to understand behaviour expectations or help them to develop their understanding that they have autonomy over their bodies. n Leaders do not ensure that routines of the setting meet children's needs at all times. For example, children wait too long at tables for their food to be served. During this time, they become unsettled and disengaged, with some children swinging on chairs, crying or touching each other. This is unsettling for the children and does not support them to feel safe and secure. n Staff support children to develop some independence skills. Pre-schoolers take off their coats and hang them on their pegs well. Toddlers are beginning to serve their own food. Babies use their cutlery well to eat their food, and select their activities. This teaches children some important skills, which will help them in the next stage of their learning journey.

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need to do better?

n Leaders do not successfully identify all children who may need extra support with their learning early enough. They do not plan and implement interventions to help these children catch up with their peers. In addition, they do not consistently work with external agencies to ensure that every child receives the support that they need. n Leaders have some understanding of how to support staff to improve their practice. They hold regular supervision meetings with staff and plan training to support their needs. However, this has not yet had sufficient impact on staff practice to ensure good outcomes for children. n Leaders plan opportunities for parents to be involved in events at the setting, such as at the recent event for Mother's Day. They give parents opportunities for them to feedback their views on the setting. The manager makes herself available for parents to discuss concerns with. However, parents feedback that

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need to do better?

they do not know which other leaders they can talk to if they have concerns which the manager is unable to resolve. This impacts on parent partnerships. n Staff understand child protection processes to follow if they have concerns that a child may be at risk of harm. n Leaders and staff do not ensure that hygiene arrangements meet the needs of the children at all times. For example, babies crawl on the carpet with dirty shoes on. Then, when they sing sleeping bunnies, babies put their faces on the carpet which contains dirt. In addition, on occasion, toddlers put their feet on the table and then eat off it. This does not support children's good health. n Leaders do not identify and remove or minimise potential risks to children. For example, sometimes children walk around as they eat and/or drink. This poses a choking hazard.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

ensure that staff support children with their behaviour appropriately 07/05/2024

p.4

Due date

ensure that all risks are identified and hazards are minimised or removed 07/05/2024

p.4

Due date

ensure that hygiene practices meet the needs of all children 07/05/2024

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Due date

ensure that routines meet the needs of all children in the setting 07/05/2024

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Due date

identify children who may have special educational needs and/or disabilities, or who need early individual support, to put effective interventions in place that involve external agencies where necessary 07/05/2024

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Due date

implement an effective key-person system 03/06/2024

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Due date

implement a well-sequenced curriculum which is ambitious for what all children can achieve. 03/06/2024

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Setting details

Unique reference number EY539174 Local authority Wandsworth Inspection number 10353708 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 57 Name of registered person Tomberries Nursery Limited

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reference number

Telephone number 02087852297 Date of previous inspection 23 August 2021

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Information about this early years setting

Tomberries Nursery registered in 2017. It operates all year round from 8am to 6pm, Monday to Friday. The nursery provides funded early education for two-, three- and four-year-old children. It employs 10 members of staff. Of these, seven hold appropriate early years qualifications at level 3, one at level 5 and two at 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 and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke to children, to find out about their time at the setting. n The inspector talked to staff 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 a group activity with the leader of the toddler room. n The inspector spoke to several parents during the inspection and took account of their views. 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

n We carried out this inspection as a result of a risk assessment, following information we received about the provider.

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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 April 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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