Teacher Time

Inspection of Teacher Time 2 - 4 Burlam Road, Linthorpe, Middlesbrough, Cleveland TS5 5AE

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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

The nursery is filled with smiles and laughter. Children receive a warm welcome on arrival and skip in happily. Staff put much thought and care in to the learning environment, which reflects children's interests and preferences for play. For example, they have extended pretend play opportunities by adding a hairdresser, shop and police station to the existing home-corner area to support those children who enjoy imaginative play. This helps to motivate children to join in and enjoy their learning.

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The provision is good

Staff nurture children's curiosity, independence and confidence. The range of carefully planned play spaces supports the broad and balanced curriculum and provides opportunities for children to develop their skills across all areas of learning. This helps all children to build on what they know and can do.

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The provision is good

There is culture of respect, in which staff model courtesy and kindness. They gently remind children about ways to keep themselves safe, for example, by sitting safely on chairs and walking when indoors. These clear and calm interactions help children to develop responsible behaviours. Staff are kind and caring. Children respond with trust and affection, for example, by cheerfully hugging familiar staff. This demonstrates the strong relationships that they form with staff. Children are happy and confident in their care.

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need to do better?

n Staff support children's learning well overall. For example, they explain activities clearly and demonstrate new skills, such as how to safely cut fruit while preparing snack. Staff encourage children to keep trying, such as when trying to scoop kiwi fruit from the skin. Staff celebrate with children, for example, when they build the 'highest tower ever'. Children are eager and resilient and love to learn. n Support for children's communication and language development is strong. Staff introduce new words during children's play and ask open-ended questions, giving children time to think and respond. This approach helps children, particularly those who speak English as an additional language, to expand their vocabulary and understanding. n Mathematics is becoming increasingly embedded in the curriculum. Staff provide activities that are carefully designed to include counting, comparing and language related to size and quantity. Children often use words such as 'more'

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need to do better?

and 'less', 'long' and 'short'. They use numbers confidently during independent play. Older children begin to solve simple problems involving adding and subtraction. n At times, activities do not always meet the needs of the youngest children. Staff,

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need to do better?

17 June 2025 at times, focus more on the needs of older children. Younger children sometimes struggle to stay engaged and lose interest before taking part fully. They move away from activities that feel too long or complex and, occasionally, miss out on valuable learning opportunities. n The diverse staff team brings a wide range of experiences that help to enrich children's understanding of different values and beliefs. Children show pride in their heritage, for example, when they teach their friends words from their first language. They show respect for others and develop a sense of belonging in their community. n Some routines, such handwashing, are well embedded, while others lack structure. During story time, staff allow children to chat or leave the group. At mealtimes, they allow them to continue playing rather than join the table. This reduces children's opportunities to build positive attitudes and key skills for

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need to do better?

successful, later learning in school, such as listening, attention and cooperation. n Leaders are dedicated and ambitious. They coach and mentor staff to increase their confidence in implementing the curriculum effectively. A culture of continuous reflection leads to ongoing developments in the nursery that build on the good quality of education. For example, staff use new equipment in the garden to help children to improve their physical skills and abilities. n Parents and carers value the enriching experiences that children have, such as caring for hatching chicks. They enjoy attending stay-and-play sessions where they share in their child's learning and gain ideas to extend this at home. Leaders take extra measures to support parents, for example, by collecting children from home. This helps to ensure that children benefit consistently from their early education.

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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 help younger children to benefit even more from staff's good teaching, for example, by ensuring that their particular learning needs are considered more consistently when planning activities n give older children more consistent and clear guidance to help them to understand and cooperate with appropriate expectations during routines and activities.

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Setting details

Unique reference number EY548876 Local authority Middlesbrough Inspection number 10392941 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 87 Name of registered person Teacher Time Limited

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reference number

Telephone number 07730570806 Date of previous inspection 24 October 2019

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Information about this early years setting

Teacher Time registered in 2017 and is located in Middlesbrough. The nursery employs nine members of childcare staff. Of these, five staff hold appropriate early years qualifications at level 3 or above, including two with qualified teacher status. The nursery opens from Monday to Friday, from 8.45am until 3.30pm. It operates during term time, and occasionally during school holidays, according to parental demand. The nursery offers government-funded childcare and receives additional funding to support disadvantaged children.

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Inspection activities

n The nominated individual showed the inspector around the nursery. She talked about how she ensures that the premises are safe and suitable for childcare. n The manager and the nominated individual accompanied the inspector on a learning walk. They talked about the aims and rationale for their early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning and development. n The nominated individual and the inspector observed and evaluated an activity together. n The inspector spoke to staff and children at appropriate times during the inspection. n The manager and the nominated individual met with the inspector to discuss leadership and management of the nursery. n The inspector looked at a sample of relevant documents, including evidence of the suitability checks carried out on staff. n Several parents shared their views about the nursery. The inspector took

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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

17 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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