Tomberries Nursery

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

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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 Inadequate

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The provision is good

Leaders and managers have taken action to improve since the last inspection. They have sought guidance from the local authority and an early years consultant. They have provided learning opportunities for staff to develop their knowledge and understanding of their role, so that staff can support children's learning well.

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The provision is good

Children build secure relationships with staff, who are kind and nurturing. Staff warmly greet children and give them lots of cuddles as they arrive. They display photos of children's family members, which helps children to feel at home. Babies smile at their friends and happily play alongside each other. Staff support older children to develop their social skills. They encourage children to cooperate in group activities, such as making flapjacks together to share with their friends. Children enjoy playing outdoors. They giggle with delight as they splash in the puddles. Children gain confidence in their physical skills as they run and jump. Children generally behave well and understand simple rules. For example, children say they must not run indoors as they might fall over.

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The provision is good

Staff observe children's development and plan opportunities for children to build on what they can already do. For example, they encourage babies to develop their fingers muscles as they play with dough. Older children develop this further as they learn to use tools, such as glue sticks and scissors, during craft activities. The curriculum is sequenced well, which helps all children to make good progress.

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need to do better?

n Leaders and managers have clear aims for children's learning and share this well with the staff team. The curriculum provides opportunities for children to learn about themselves and the community around them. For example, staff teach children about public services, such as dentists and the fire brigade. Toddlers practise using a toothbrush and toothpaste to clean pretend teeth and talk about their visit to the dentist. This teaches children about how to meet their personal health needs. n Staff use their observations to get to know children's abilities. They liaise with parents to identify children's starting points in development. Staff make regular assessments to identify children's stage of development and plan their next steps in learning. They generally demonstrate a good understanding of how children learn and use their interactions to extend children's learning. n At times, staff do not tailor their planning to meet all children's needs. For

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need to do better?

example, staff do not adapt group activities to help all children to join in. As a result, some children struggle to pay attention and become disengaged from the activity. This means that some children are not consistently supported to develop positive attitudes to their learning.

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need to do better?

1 October 2024 n Children are curious to explore the natural world. Pre-school children enjoy weekly walks to the local park, where staff help them to learn about wildlife. Staff encourage children to be inquisitive. For example, they follow children's interests in potatoes and onions and help them to cut these in half to see what is inside. Children learn to use their senses and notice similarities and differences in the natural world. n Staff support children's communication and language development well. They encourage babies to babble and engage older children in back-and-forth interactions. Children enjoy joining in with familiar songs and rhymes. This helps children to learn new vocabulary and gain confidence in speaking to others. n Children learn to regulate their behaviour in general. Staff remind children to use gentle hands and use group activities to promote turn taking. For example, toddlers take turns to use tools to cut play dough. This supports children's

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need to do better?

personal, social and emotional development. n The daily routines do not consider the needs of all children. For example, there are times when young children have to wait too long, such as to wash their hands before lunch. This impacts on how well children learn to maintain their otherwise good behaviour. n The arrangements for children with special educational needs and/or disabilities (SEND) are good. The provider has developed links with other professionals and has implemented systems for sharing information. Staff liaise with parents to put steps in place to support children's development.

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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 develop planning further so all children are supported to take part in meaningful learning opportunities and develop positive attitudes to their learning n enhance the organisation of routines so children learn to manage their own behaviour.

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Setting details

Unique reference number EY539174 Local authority Wandsworth Inspection number 10353939 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 38 Name of registered person Tomberries Nursery Limited

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reference number

Telephone number 02087852297 Date of previous inspection 11 April 2024

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Information about this early years setting

Tomberries Nursery registered in 2017 and is located in the London Borough of Wandsworth. It operates all year round, from 8am to 6pm, Monday to Friday. The nursery provides government funded childcare. It employs 13 members of staff. Of these, 10 staff hold appropriate early years qualifications between level 2 and level 7.

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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 children to learn. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The manager and the inspector carried out a joint observation of a group activity. n Staff spoke to the inspector about how they support children with SEND. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning.

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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

1 October 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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