Teenie Iceni's Day Nursery

Inspection of Teenie Iceni's Day Nursery Swaffham Community Centre, Campingland, SWAFFHAM, Norfolk PE37 7RB

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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 are excited to attend this setting and arrive happy and ready to start their day. Staff are friendly and welcoming. Children are encouraged to be independent from a young age. They confidently find their own belongings, open their own containers during mealtimes and get themselves dressed.

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The provision is good

Staff plan adult-led activities that support children's important social interactions. For example, children learn to take turns and wait when blowing bubbles outdoors. Staff talk to children about whose turn is next, helping them to recognise the pattern and praise children when they wait patiently. Overall, children's behaviour is good and they play together well in small groups.

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The provision is good

Children engage in group games and demonstrate excellent listening and attention skills. They carefully listen, and follow instructions well. Staff provide children with a regular circle time and the opportunity to learn as part of a small group. Children thoroughly enjoy singing and take turns to choose a song. Staff monitor children's attention well to ensure children are engaged and focused on their learning.

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need to do better?

n Children's language and communication skills are prioritised. Staff read and sing to children during their play and initiate conversations in an age-appropriate manner. Children demonstrate their excellent communication skills as they engage in conversations and share experiences from home. Staff use good questioning techniques to encourage this further. n The management team has implemented a key-person system. Staff know children well and plan clear next steps for their learning, supporting children to make good progress. However, staff do not always communicate well enough or share information with each other to ensure children's learning is well supported during a change of key persons or in the key person's absence. n Staff introduce mathematical language throughout children's play. They count objects with children, pictures in books and use words, such as 'big', 'medium' and 'small', when comparing resources. Additionally, children learn to use their

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need to do better?

fingers and other objects to represent numbers and quantity. Staff provide learning opportunities for children to extend their knowledge of shapes and patterns and this provides children with a solid foundation of mathematical knowledge. n Staff plan learning opportunities that are interesting and engaging for children. However, they are not always consistent with their expectations or with their approach to behaviour management. For example, some staff have different rules for children, and this can lead to confusion and a lack of understanding of what is right and wrong.

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need to do better?

16 June 2025 n There is a flexible transition in place between the rooms at the setting. Staff monitor children's progress and well-being and support children to move to the next room only when they are ready. Staff discuss what room is most beneficial for children and this helps children to feel safe and secure in their environment. When children do transition to the next room, staff ensure children have regular visits and get to know staff before making a permanent move. n Mark-making opportunities are provided both indoors and outdoors and support children to develop their early writing skills. Children enjoy drawing with a range of tools such as, pens, brushes and chalks. Older children write their name and proudly show off their achievements. n The management team prioritises parent partnerships. Staff provide good communication, sharing updates about children's care and learning. Families are invited to the setting for induction sessions prior to starting, and family events

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need to do better?

are arranged throughout the year. Additionally, home learning ideas are shared with parents to support children's continued progress. For example, staff share children's next steps in learning and make suggestions about how parents can continue this learning at home. This helps children to make good progress in their development. n There is a robust recruitment process in place and staff receive an in-depth induction programme when they start. The management team is reflective of staff practice and recognises where improvements can be made. Staff supervisions are used to implement action plans and access training to raise the standard and consistency in teaching across the setting.

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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 share information between key persons and other staff so that children's learning is supported more effectively in the absence of their key person n strengthen staff's understanding to consistently implement behaviour management strategies to help all children understand what is expected from them.

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Setting details

Unique reference number EY463685 Local authority Norfolk Inspection number 10388799 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 88 Name of registered person Teenie Iceni's Day Nursery Ltd

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reference number

Telephone number 01760720668 Date of previous inspection 30 July 2019

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Information about this early years setting

Teenie Iceni's Day Nursery registered in 2013. The setting employs 13 members of childcare staff. Of these, 11 hold appropriate early years qualifications at level 2 or above. The setting opens from Monday to Friday all year round. Sessions are from 7.30am until 6.30pm. The setting provides government funded early education for all eligible children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. 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 carried out joint observations of group activities with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

16 June 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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