Teddy Wilf's @ Tangmere

Inspection of Teddy Wilf's @ Tangmere Tangmere Village Centre, Malcolm Road, Tangmere, Chichester PO20 2HS

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Overall effectiveness Inadequate

The quality of education Good Behaviour and attitudes Good Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

Weaknesses in safeguarding mean that children's safety cannot be assured. The provider has not ensured that all staff have a secure understanding of safeguarding procedures. Some staff do not have the knowledge to keep children safe and protect their well-being. In addition, staff who care for babies have not completed specific baby training, as required, to ensure they understand how to meet their personal care needs effectively.

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The provision is inadequate

Despite these weaknesses, the leaders and staff provide a nurturing environment, where all children and their families are welcome. Children arrive happy and part from their parents with ease. They quickly seek out their friends and enjoy taking part in the activities, such as drawing and threading. Staff know the children well and develop secure and caring relationships with them. They give the children lots of cuddles and reassurance, when needed, to help them to settle. This supports children's emotional development and well-being.

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The provision is inadequate

Staff encourage children to develop a love of literacy from an early age. For example, babies enjoy listening to nursery rhymes and begin to turn pages of books and point to pictures. In addition, older children actively enjoy looking at books and participating in familiar stories. Staff effectively plan activities to support children's communication and language development. For instance, children take part in small-group activities, where they learn about letters and sounds. This supports children's learning and development.

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The provision is inadequate

Staff help children to develop their understanding of how to behave appropriately from a young age. For example, they support babies to learn to take turns when playing in the ball pit. Children have fun as they play and demonstrate a positive attitude to learning. For instance, older children enjoy dressing up and talk about people who help us. They play cooperatively with their peers and know how to share. Staff give children lots of praise and encouragement, which helps to build their self-confidence.

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need to do better?

n The provider does not ensure that staff have a secure understanding of how to keep children safe. Although staff attend safeguarding training, leaders have not ensured that all staff have a thorough understanding of the safeguarding procedures to follow, in line with the local safeguarding partnership. This does not promote children's welfare. n Leaders recognise the importance of valuing staff's well-being. They provide staff with regular one-to-one and team meetings. Staff say they enjoy being part of the nursery team and feel supported. Professional development opportunities

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need to do better?

14 January 2025 are regularly encouraged to help staff to develop their knowledge and skills to support better outcomes for children. However, leaders have not ensured that staff working with children under two years of age have completed required training that specifically addresses the care of babies. This means staff are not always confident in implementing babies' individual care routines and responding to their personal needs. This does not fully promote all children's good health. n Leaders are enthusiastic and clear about what they want children to learn and why. The ambitious curriculum is well thought out and supports all children, including children with special educational needs and/or disabilities (SEND), to make good progress across all areas of learning. Leaders evaluate the quality of education with the staff to consider where improvements can be made. This supports children's learning and development.

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need to do better?

n Staff provide children with daily opportunities to develop their physical skills and enjoy the outdoor space. For example, babies are supported to manoeuvre around the garden and negotiate small steps. Older children enjoy using the space to play active games and take part in activities, such as making and playing with play dough. This supports children's physical development. n Leaders and staff support children with SEND extremely well. They complete timely referrals and are committed to collaborating with parents and other professionals to ensure that children receive targeted support. The leaders use additional funding to enhance the provision for the children in their care. For instance, they employ additional staff to provide children with one-to-one and small-group support, when needed. This helps children's emotional development. n Staff have high expectations for children's behaviour and conduct. They act as

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need to do better?

positive role models and set clear rules and boundaries for children. For example, these include walking indoors and helping to complete tasks. Children are polite and kind and respond quickly to instructions from staff. For instance, when asked to get ready to go outside, they put on their coats. This supports children to learn how to behave well. n Older children learn about good hygiene routines and healthy food choices. For example, they enjoy a healthy breakfast when they arrive at nursery. Furthermore, staff teach the children to wash their hands before mealtimes. They understand the importance of teaching children about oral health. For instance, children learn how to brush their teeth. In addition, they enjoy taking part in activities about oral health. This supports older children's well-being. n Staff seek information from parents about languages spoken at home and their cultural heritage. They plan experiences to support children to learn about

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need to do better?

customs and traditions celebrated by different families. For example, they invite families in to share their cultural celebrations. This contributes towards valuing what makes children unique. n Leaders and staff have built good relationships with parents and other professionals involved in children's care. Staff know their key children well and can discuss their interests, progress and next steps with confidence. They regularly share this information with parents to keep them well informed about their children's progress. In addition, staff share activity ideas with them to extend children's learning at home. This supports children's progress.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

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

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Due date

ensure all staff have appropriate knowledge and understanding of safeguarding, to enable them to identify children who may be at risk of harm and know the correct procedures to follow 31/01/2025

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Due date

ensure at least half of the staff working with babies have received training that specifically addresses the care needs of babies. 31/01/2025

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Setting details

Unique reference number 2706920 Local authority West Sussex Inspection number 10368681 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 32 Number of children on roll 43 Name of registered person Clark, Megan Louise

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reference number

Telephone number 07881740168 Date of previous inspection Not applicable

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Information about this early years setting

Teddy Wilf's @ Tangmere registered in 2022. The setting is located in Tangmere, Chichester. They are open Monday to Friday, from 8am to 5.30pm, all year round. There are 11 staff, 9 of whom have appropriate level 3 childcare qualifications or above. The setting provides funded early education for two-, three- and four-year- old children.

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Inspection activities

n The leader and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke 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 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 and leaders carried out a joint observation of an activity. n Parents shared their views of the setting with the inspector. n Staff spoke to the inspector about how they support children with SEND. n The inspector spoke with the leaders about the leadership and management of the setting. 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

14 January 2025 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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