Teapots Nursery

Inspection of Teapots Nursery Brooke House School, Croft Road, Cosby, Leicester LE9 1SE

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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 Not applicable

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The provision is good

Children's emotional well-being is supported well. For instance, if children are unsettled when they arrive, they receive cuddles and reassurance from staff. This results in children settling quickly. Children show positive relationship with staff. They sit close to staff to listen to stories. Children are confident to share their views and thoughts with staff. For example, when children play with ice, they are keen to show staff their hands and explain they are cold.

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The provision is good

Older children learn about shapes. For instance, staff talk to children about different shaped sponges they use in painting activities. Children recognise some shapes, such as a star. When they do this, staff praise children for remembering the shape, helping to raise their self-esteem and confidence. Children show excitement and are curious to see what is in a box when staff introduce this to them. Children wait in anticipation for staff to bring out images from a box. This includes showing younger children photos of parts of the body and asking them to identify the same part on themselves. Older children see images of a receipt and learn what this is. For instance, staff explain that you receive a receipt when you pay for something. This helps to broaden children's knowledge and helps them to learn new words.

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need to do better?

n The management team focus the curriculum on supporting children's communication, language and literacy skills. For example, staff sing the same nursery rhyme and read the same story to children over the period of a week before moving on to different ones. This helps children to revisit and secure their learning. n Children remember favourite stories. For example, staff provide toys that reflect images in story books. When children play with these, staff ask them what happens in the story. Children remember that a mouse meets an owl, recalling from memory. n Staff share information with parents about children's care routines, activities children enjoy and next steps in learning. They support parents to continue their children's learning at home, such as to sing the same nursery rhymes children learn in the nursery and with their toileting needs. n Children have opportunities to be independent and learn how to manage their

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need to do better?

own needs. For example, when children play outdoors and they have dirty hands, staff provide younger children with hand-over-hand support to show them how to rub them together. Older children do this by themselves. n Staff help children to understand how to show positive behaviours. For example, when younger children throw crayons on the floor, staff ask children to use the crayons to make marks on paper. When children begin to draw on large paper,

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need to do better?

23 January 2025 staff ask them to share this with their peers. Children listen and follow instructions. n Children are keen to join activities staff plan for them. However, occasionally, staff's interactions with younger children during these activities do not fully support the learning intention. For example, when staff provide younger children with tools to help develop the muscles in their hands, they do not show children how to use them properly. n The management team reflect on the experiences they offer children. Recent changes include providing children with a separate area for messy play activities. This allows children to play with, for example, cereal and ice to help develop their sensory skills and imagination. For instance, staff show children how to hold up cereal and let it drop through their fingers. Children copy and agree with staff when they say it looks like rain. n Staff offer children a range of nutritious snacks and meals to promote a healthy

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need to do better?

diet. However, staff do not fully support children to embed their understanding of how healthy practices impact on their bodies, such as healthy eating and oral health. n Children learn how they can keep themselves safe when they are near roads. For instance, staff talk to children about road safety when they take them for walks in the community. Children play games with staff outdoors, to help them understand what cars do when they see different colours on traffic lights.

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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 support staff to develop their interactions with children during activities to fully implement the planned learning intention for younger children n help children to embed their knowledge of healthy practices and the impact this can have on their bodies.

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Setting details

Unique reference number 2701221 Local authority Leicestershire Inspection number 10375030 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 32 Number of children on roll 10 Name of registered person Teapots Nursery Limited

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reference number

Telephone number 0116 2867372 Date of previous inspection Not applicable

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Information about this early years setting

Teapots Nursery registered in 2022 and is situated in Brooke House Day School, Cosby, Leicestershire. The nursery employs five members of childcare staff. Of these, one holds an appropriate early years qualification at level 3, two have qualified teacher status and one has early years professional status. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The nursery provides funded early education for children aged nine months upwards.

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Inspection activities

n The nursery coordinator and the inspector completed a learning walk together of all areas of the nursery. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children interacted with the inspector throughout the inspection. n The inspector spoke with staff at appropriate times throughout the inspection. n The inspector carried out a joint observation with the provider. n The inspector held meetings with the provider and manager and discussed how staff implement the curriculum. n The inspector reviewed relevant documentation and evidence of the suitability of staff working in the nursery and adults in the building who have access to children. n Parents shared their views on the nursery with the inspector.

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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

23 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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