The Cabin At Tamar View

Inspection of The Cabin At Tamar View Tamar View Community Resource Centre, Miers Close, PLYMOUTH PL5 1DJ

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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 Good

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The provision is good

Children enter the nursery with enthusiasm and merrily greet staff members, who welcome them with a friendly cheer. Staff ensure a thorough handover, gaining any relevant information from parents to ensure that children have a positive day. Children talk to staff about their experiences, and adults listen and respond warmly. Children have formed strong relationships with staff and feel happy and safe in their company.

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The provision is good

The nursery plans an effective curriculum, and staff implement this well. Staff encourage children to be independent learners and to work collaboratively as a team. Children take turns to be the 'special helper' of the day. They ring a metal handbell and tell their peers it is tidy-up time. Staff and children sing a relevant song together, providing excitement while children put all the toys away. Children follow the rules and boundaries well. They have a good understanding of daily routines, such as gathering on the carpet for group time once they have finished tidying.

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The provision is good

Staff develop children's communication skills effectively. They teach children how to use sign language and show them real items to help support their understanding. Children confidently use actions while they say a poem about the season. They sign 'spring', 'warm' and 'cold' while they recite the words.

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need to do better?

n Staff implement a 'staggered lunch', meaning younger children eat before their older peers to help meet their needs. Staff sit with them as role models, encouraging children to be independent. For example, staff show them the 'pinch and pull' method when opening food packaging to support their hand-eye coordination. Children persevere at this until they succeed and beam with pride at their achievement. n Children enjoy pretending to be superheroes. They climb the small 'hill' in the garden and jump off. Children mark on the ground where they land, comparing who went the furthest. Staff encourage children to count backwards before jumping off again to encourage mathematical development. Children try to land further than their last attempt and cheer one another on. n Leaders are highly supportive to staff. Staff report that they receive effective coaching and mentoring to improve practice. They receive praise and recognition

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need to do better?

for their successes, displaying their achievements on the designated board. Staff morale is high. n Children enjoy stories and recall what they have heard. Children impressively name dinosaurs from books, such as 'pterodactyl', 'stegosaurus' and 'brontosaurus'. They talk about the role of a dung beetle and enjoy watching

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need to do better?

1 May 2025 staff bringing stories to life using puppets. However, staff implement large group times for too long, meaning some children lose interest and do not maintain their attention. n Staff help children to learn about 'people who help us', such as paramedics. They giggle with laughter as they wrap up teddies and one another in bandages and cover their friends with tissue paper. Children say, 'You're all better now.' Staff talk to them about the role of ambulance crew and their importance in society. n Partnerships with parents are highly effective. The nursery provides families with the utmost support to ensure that they are happy, healthy and safe. Leaders signpost parents to other professionals to ensure that they can access additional services where needed. Children enjoy taking books home to share to support their early reading skills. They also enjoy taking home 'Super Ted' the teddy bear over the weekend. Upon their return to nursery, children enjoy talking to their

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need to do better?

peers about the adventures they have been on with the travelling bear. n Leaders and staff take children on regular outings in the community. For example, they go to the visitor's centre at the toll bridge. They learn about how the bridge was made and then recreate this with guttering over the water tray when back at the nursery. Children develop their understanding of the local area. n Staff welcome all families and are highly inclusive. They learn about festivals relevant to children's own cultures and home languages, such as the Maslenitsa festival and American Independence Day. Children learn about life in modern Britain.

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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 adapt large group times to ensure that children remain consistently engaged to maximise learning.

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Setting details

Unique reference number EY545604 Local authority Plymouth Inspection number 10388237 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 36 Number of children on roll 61 Name of registered person K and S Childcare Limited

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reference number

Telephone number 01752 297837 Date of previous inspection 3 July 2019

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Information about this early years setting

The Cabin At Tamar View registered in 2017 and is located in Plymouth, Devon. It is open from Monday to Thursday, from 8am to 4pm, during term time only. There are 13 members of childcare staff, including the nominated individual, who holds an early years teacher qualification. The administrator holds a level 5 qualification in childcare, six staff members hold qualifications at level 3, and three members of staff have a level 2 qualification. Two members of staff are unqualified, awaiting their childcare qualification assessment. The setting provides government-funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The nominated individual, 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 the children to find out about their time at the nursery. n Staff spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The manager and the inspector carried out a joint observation during a large- group activity. n Parents shared their views of the setting with the inspector. n The inspector observed the interactions between staff and the children. 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

1 May 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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