Arbury Day Nursery - Tommies Childcare

Inspection of Arbury Day Nursery - Tommies Childcare The Bungalow, Quary Yard, Church Road, Nuneaton CV10 8LJ

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Requires improvement

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The provision requires improvement

Since the last inspection, leaders have worked to improve staff's knowledge and understanding of the curriculum. Staff now have a good understanding of what they want children to know and do. However, staff do not always implement the curriculum effectively. Inconsistencies in teaching mean that not all children make as much progress as they could. Children enjoy the activities and resources on offer. However, staff do not always deliver the curriculum intentions precisely enough to build on children's existing knowledge and skills or to provide sufficient challenge. This impacts on children's learning and development.

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The provision requires improvement

There is a child-centred approach to planning that is based on each child's unique interests and needs. For example, a key person plans experiments to appeal to one child's love of science. However, leaders do not always deploy staff effectively to enable them to get to know children well enough. This means that some staff do not have a clear understanding of the needs of the children in their care. Despite the weaknesses in staff deployment and teaching, children are generally happy at the nursery. Staff are kind, caring and nurturing. Children confidently explore their environment and approach visitors. For example, a baby gives the inspector a builder's hat to wear, and a pre-school child pinches them with their pretend crab claws. This shows that children feel safe and secure at the nursery.

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need to do better?

n The nursery is experiencing staffing challenges. There are new leaders, managers and staff in place, who are assessing the strengths and areas for development. Action plans for improvement have been created. However, this has not yet had time to be fully embedded and effective. Consequently, not all of the weaknesses identified in the last inspection report have been fully addressed. n The quality of teaching is variable. Developing children's language and communication is a priority for staff. Staff sit at the children's level, and they sing together throughout the day. However, the interactions that staff offer are not of a consistently good standard. Some staff offer more frequent, high-quality interactions than others. This means not all children receive a good-quality standard of teaching all of the time. n Due to challenges in staffing, the key-person system is not yet fully effective. There are strong practitioners within the rooms, who have a good knowledge

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need to do better?

and understanding of the individual children. However, as not all staff have the same level of knowledge or understanding it means they do not fully meet children's individual needs. For example, staff fail to prepare and organise mealtimes sufficiently. The routine for toileting children is chaotic and children wander around while staff collect resources, such as knives and additional

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need to do better?

10 September 2025 chairs. This means children's individual needs are not met effectively as meaningful learning experiences and quality interactions are unable to take place. n Children usually behave well. For example, they respond promptly to requests from staff to line up or go and wash their hands. However, sometimes, ineffective routines and activities impact on how children behave and participate. For example, children bang cutlery on the table at lunchtime, and they leave a movement session when they become bored. This means that children do not fully benefit from all of the opportunities available to them. n Staff encourage children to become increasingly independent. For example, babies are taught to feed themselves, toddlers to dress themselves and pre- school children to pour their own water. This supports children to be able to manage their own care needs. n The environment is clean and well organised. Children are able to access quality

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need to do better?

resources from easily accessible units. Staff plan interesting and engaging activities for children across the seven areas of learning. For example, toddlers represent quantities by sticking pipe cleaners in play dough and pre-school children practise their cutting skills using knives, broccoli and celery. n Staff support children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language well. They work effectively with each other and parents to identify children's needs and put strategies into place to support them. They make timely referrals to outside agencies to access specialist support. This means that children with SEND get the support they need at the earliest opportunity. n Generally, parents speak highly of the nursery. They say that their children enjoy attending and that they are making good progress. The majority of parents say that they are happy with the care their children receive. Many parents praise

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need to do better?

staff for the relationships they build with their children. However, some parents report a lack of consistent staff. The vast majority of parents would recommend the nursery to others.

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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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Due date

10 September 2025 ensure staff receive appropriate training and professional development opportunities to help raise the quality of teaching to consistently good 30/09/2025

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Due date

ensure the key-person system is effectively embedded to meet all of the children's individual needs 30/09/2025

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Due date

review the organisation of routines so that they do not adversely impact on the learning opportunities of the children. 30/09/2025

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Setting details

Unique reference number EY485893 Local authority Warwickshire Inspection number 10374731 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 34 Number of children on roll 48 Name of registered person Tommies Childcare Ltd

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reference number

Telephone number 02476382066 Date of previous inspection 6 November 2024

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Information about this early years setting

Arbury Day Nursery - Tommies Childcare registered in 2016 and operates in Nuneaton. The nursery employs eight members of childcare staff. Of these, one member of staff holds an appropriate early years qualifications at level 2, two at level 3 and one at level 5. One member of staff is an apprentice and two are unqualified. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am to 6pm. The nursery provides funded early education for children aged from nine months to four years.

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Inspection activities

n The deputy manager and inspector completed a learning walk together of all areas of the nursery 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 Staff spoke to the inspector about how they support children with SEND. n The inspector and the deputy manager carried out a joint observation of an activity. 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 Parents shared their views of the nursery with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n The inspector spoke with the deputy and area manager about the leadership and management of 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

10 September 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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