Teddy Bears Nursery

Inspection of Teddy Bears Nursery Long Lane, Great Wyrley, WALSALL WS6 6AT

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Overall effectiveness Outstanding

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

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The provision is outstanding

Leaders and staff have great ambition for all the children and have designed key learning zones to inspire them to play both indoors and outdoors. Children know there are different areas where they can concentrate on using their hands, use their imagination, or engage in quieter listening, reading and writing activities. The learning environment is meticulously planned so children receive a high level of learning challenge with or without adult interaction. Staff recognise when they need to enhance the learning environment with different resources so that babies and toddlers maintain a maximum level of engagement. Older children show deep levels of concentration and engagement in their chosen play.

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The provision is outstanding

Leaders value the use of songs, rhymes, poems and puppets to support children's communication and language. They place a strong focus on the use of rhymes and action songs with babies to support their understanding of key words. Staff provide daily focused listening activities and games to help older children extend their concentration and listening skills. The communication between staff and all children is very positive and ensures that children form trusting bonds with them. Staff have high expectations for children's behaviour. Children demonstrate a high level of control and excellent social skills.

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need to do better?

n Leaders analyse the nursery's strengths and areas for development continuously. They use this information so that staff can share their key teaching strengths with colleagues. This ensures that all staff are empowered with knowledge and are dedicated to extending their practice. Professional development is continuous and precisely targeted. A recent focus for training has been linked to communication, language and staff's planning for the learning environment. n The leadership and management are inspirational. They use their expert knowledge of early education to lead by example and guide staff. They have precise targets for enhancements to the nursery over the next year. This includes extending even further the provision for children's communication and language outdoors and the excellent partnership working with parents. Room leaders also have very specific aims and focus for enhancements to their areas.

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need to do better?

n Leaders provide extensive information for parents, related to supporting children's health and safety at home. This includes guidance on childhood illnesses, oral health, sun safety and car seat awareness. Staff provide parents with in-depth feedback about their children's progress and the plans for their learning. They encourage parents to send in updates via the online portal about children's interests and experiences at home. This is very popular with the pre- school children who are very keen to share their experiences with their friends. Parents speak very highly about the care and education their children receive.

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need to do better?

19 September 2024 n Leaders have designed a detailed curriculum that meticulously sequences the knowledge and skills that children need to gain. They have a comprehensive oversight of staff's delivery of the curriculum and the impact this has for children. Leaders and staff have an expert understanding of how young children learn. Every member of the staff team has a deep understanding of their curriculum and how it needs to be implemented according to the stage of development for each individual child. n Leaders and staff monitor children's progress thoroughly. They analyse their observations of children to identify what they need to concentrate their planning and teaching on. This includes an in-depth analysis of the progress that children with special educational needs and/or disabilities (SEND) make. Leaders show the highest integrity and ensure that children receive targeted one-to-one support while awaiting professional diagnosis and funding.

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need to do better?

n Teaching is outstanding. For example, all staff know the key phrases they are focusing on using with babies and toddlers, such as 'ready steady go' and 'all gone'. They use these consistently during their teaching. By the time children are two and ready to move to the next room, they are using these phrases independently and in the correct context. n Leaders and staff give precise consideration to the planning for children's physical development. For example, they plan specific activities for older children to develop their control and coordination in a range of large and small movements. Children show deep levels of concentration as they carefully control their movements so they remain within a hoop. n Leaders organise the day so that older and younger children can play alongside each other. This helps children to learn how to manage their behaviour in different situations. Older children develop empathy and show responsibility

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need to do better?

towards their younger friends. Staff support children's awareness of their emotions in a variety of ways. For example, they use puppets to help children to consider right and wrong choices. n Leaders and staff recognise the importance of ensuring that children are emotionally ready to learn, and they understand how to overcome any barriers to learning. For example, they recognise that when they first start, babies may be reluctant to eat. They plan in short, easy-to-eat meals and snacks so babies can eat when they need to and do not go hungry. n Leaders and staff provide children with an extensive range of experiences to support their understanding of the wider community. This includes opportunities to look after the local environment, survey the local traffic, engage in charity events, such as donating food, and learn about various celebrations that are relevant to the children.

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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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Setting details

Unique reference number EY295940 Local authority Staffordshire Inspection number 10360534 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 29 Number of children on roll 50 Name of registered person Teddy Bears Nursery Limited

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reference number

Telephone number 01922 710 448 Date of previous inspection 8 January 2019

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Information about this early years setting

Teddy Bears Nursery registered in 2004 and is located in Walsall. The nursery employs eight members of childcare staff, all of whom hold appropriate early years qualifications at level 3, including the manager who also holds an early years qualification at level 5. The nursery opens Monday to Friday, from 7.30am to 6pm, for 51 weeks of the year. It provides funded early education for children under two and two-, three- and four-year-old children.

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Inspection activities

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 the children to learn. n Children interacted with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector carried out a joint observation with the manager. n Parents shared their views of the setting with the inspector. 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 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

19 September 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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