Nic and Tim Childcare

Nic and Tim Childcare

Unique reference number (URN): EY470297 Address: TIBBERTON C OF E SCHOOL, Tibberton, Newport, TF10 8NN Type: Childcare on non-domestic premises Registered with Ofsted: 17/10/2013 Registers: EYR, CCR, VCR Registered person: Nic and Tim Childcare Partnership

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Staff share consistently high expectations for children's behaviour. They quickly and calmly provide appropriate support to help children to manage their emotions. This is particularly supportive for children who are learning how to regulate how they feel and behave. Children demonstrate exemplary behaviour throughout the nursery. This is a direct result of staff nurturing them and providing dedicated guidance. Children willingly share toys and speak kindly to their friends, all of which contribute to a harmonious environment.

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Behaviour, attitudes and establishing routines Strong standard

Children are happy, settled and eager to attend, which is indicative of strong emotional security and positive relationships with staff. Parents value the strong relationships which staff build from the outset and the personalised support each child receives. Older children learn to negotiate disagreements and play together without the need for adult intervention. Babies and toddlers have daily opportunities to play together and form close emotional bonds. The close bonds shared by children and staff are obvious as they laugh and play together. Children cooperate well and show consideration for others. Staff model positive language and celebrate children's achievements.

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Behaviour, attitudes and establishing routines Strong standard

Children have a mature understanding of the rules and boundaries. For example, during forest school, they discuss the risks around the campfire. Staff work with parents to promote children's attendance. They communicate the value of consistent attendance on children's learning and progress. This has a positive impact on children's attendance and helps prepare them for when they start school.

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Children's welfare and well-being Strong standard

A well-established key-person system helps children form secure attachments and promotes their well-being and independence. Staff skilfully use care routines to help children form secure relationships. During nappy changes, mealtimes and getting dressed, staff talk gently and explain what they are doing. These routines allow children to feel secure and become more willing to explore and interact with others.

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Children's welfare and well-being Strong standard

Children relish being in the outdoors and are becoming confident in their physical abilities. Forest school sessions support children's confidence, resilience and understanding of the world around them and allow children to take safe, supervised 'risks'. The environment is

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Expected standard

well planned to support babies to take risks safely as they practise a range of physical skills, such as crawling along and pulling themselves up on furniture or equipment. Staff support children to understand the importance of following hygiene practices and support children to make healthy choices. They provide a daily healthy snack to all children and have regular discussions about healthy foods. Staff collaborate with parents to make sure that children's packed lunches are healthy and balanced.

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Expected standard

Children are well supervised and remain engaged in safe and well-organised learning environments. Staff check on sleeping children to ensure their safety and well-being. They diligently check food brought from home to identify any allergens or food that could pose a risk of choking. Staff support children's emotional literacy well, using a range of strategies to help them name and understand their feelings. Staff support children's emotional well-being and self-control by modelling and explaining the cause and effect of actions.

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Inclusion Strong standard

Staff complete baseline assessments of children's prior knowledge and use regular assessments in collaboration with parents to monitor children's learning. Children's needs are appropriately shared across the staff team and with parents to provide the best possible support for their learning and development. The provider and their team are dedicated to identifying and removing barriers to learning, and work with perseverance to ensure that children with special educational needs and/or disabilities (SEND) are supported effectively so that they can access the full curriculum offer. Staff work alongside parents and other professionals to achieve this aim. Children with SEND make rapid progress towards their individual learning targets as a result.

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Inclusion Strong standard

Staff embrace ongoing professional development with regular training and opportunities to collaborate with specialists. Staff share training with the whole staff team, ensuring that consistent practice is in place when supporting children. The provider is determined for all children to succeed and seeks out expertise from others to improve outcomes for children. Staff implement targeted plans that are carefully thought through and reviewed regularly to monitor children's progress. Additional funding received is purposefully targeted to close gaps in learning and achieve the best possible outcomes for all children.

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Achievement Expected standard

Children gain confidence in their physical abilities, understand risks and develop self-care skills that prepare them for school. Babies crawl, pull themselves up and practise early climbing skills. Children understand that what they have to say is valued by staff. They share their preferences and opinions in meaningful ways. Communication and language development has a clear focus across the setting. Children have daily opportunities to practise singing, and they enjoy a wide range of stories that connect with their interests. During storytelling with older children, they confidently finish familiar sentences. Children engage in conversations about past experiences, which helps strengthen their memory and recall skills. Conversation and lively chatter can be heard in all areas of the nursery. As a result, children are becoming confident communicators and are well prepared for the next stage of learning. Children with special educational needs and/or disabilities, or those who

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Achievement Expected standard

may be disadvantaged are well supported and make progress in their learning.

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Curriculum and teaching Expected standard

Children are consistently encouraged to make independent choices and solve problems, which effectively promotes resilience and autonomy. This contributes positively to their personal development and readiness for future learning. Staff promote children's integration into routines and activities. As a result, all children benefit from the learning experiences. Staff support children's communication and language skills well. Staff engage older children in conversations, where they repeat words and model language. This, along with the use of visual signs and symbols, effectively supports children's development.

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Curriculum and teaching Expected standard

Babies are supported to build trusting relationships with staff and other children as they play with the many familiar and engaging activities. Staff plan accessible environments where babies can be independent. Staff use a range of strategies, such as listening and repeating what babies say and providing running commentaries, to extend vocabulary as babies' language skills progress. Staff plan carefully for each child, using their starting points and interests. They discuss children's learning needs in detail at every stage of the child's transition through the nursery. Staff recognise that children come to the nursery with different starting points and the importance of working in close partnership with outside agencies and parents or carers. This helps to create individualised plans that provide tailored goals.

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Curriculum and teaching Expected standard

The provider observes and accurately assesses staff practice, providing constructive feedback and support to promote their professional development. However, for some new staff, the learning from this support and training is not consistently applied to their teaching and their interactions with children. This means not all staff are highly effective in supporting children to excel in their learning and development.

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Leadership and governance Expected standard

The provider has a secure understanding of the strengths and areas for development of the nursery. They accurately identify strengths and areas for development in staff's practice. They have systems in place to provide effective oversight and governance of the nursery and are passionate about this inclusive nursery. Together with their team, they strive to always deliver high-quality care and education to all children.

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Leadership and governance Expected standard

The provider and staff have fostered an inclusive culture where all children are supported and feel valued. Effective systems ensure that children with special educational needs and/or disabilities, or those who may have other barriers to their learning are swiftly identified. As a result, all children benefit from an inclusive environment and make progress from their starting points alongside their peers. The provider is mindful of workload pressures and has regular discussions and supervision sessions that check on the well- being of staff and are alert to workload issues. The provider ensures that staff complete all mandatory training and participate in regular supervision meetings. The provider is passionate about providing high-quality learning and care for the children who attend. The staff attend training which helps develop their skills. For example, training on how babies develop and how to manage sleeping children and

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Leadership and governance Expected standard

babies safely. Support for new staff and apprentices to help enhance their teaching and interactions with children is still being embedded. Partnerships with parents are effective. Staff regularly update parents about their children's progress and share ideas on how parents can support their children at home. Parents comment on the nurturing environment, where their children are happy and excited to attend.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are highly motivated and excited to follow their interests in this setting. From the moment they arrive, they laugh with their friends as they hurry to activities that spark their curiosity. When challenges arise, children are confident to ask for help and reassurance. This demonstrates the strong bonds they have with friends and staff, giving them a true sense of belonging. Children display resilience and develop positive attitudes to learning and the skills they need to become confident, successful lifelong learners.

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What it's like to be a child at this setting

Staff greet children warmly as they arrive at this highly inclusive and welcoming nursery. They encourage children to share how they are feeling and use their interests to engage them quickly in play. This supports a calm and positive start to each session, setting the tone for the entire day. Leaders and staff are passionate about inclusion and provide very strong support for children with special educational needs and/or disabilities, and those who face other barriers to their learning or well-being. Relationships among children, parents and staff reflect a positive and respectful culture. Staff gather key information from parents and carers before children start at the setting. This information is used skilfully to provide high-quality care and an ambitious curriculum from the start. Children demonstrate that they feel happy, confident, comfortable, and secure while at this setting.

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What it's like to be a child at this setting

All staff know and understand the curriculum and the intentions for individual children's learning. They know all the children and their families very well and are extremely nurturing. Children's attendance is of the utmost priority. Staff take account of attendance patterns and activities to ensure that all children have full access to broad and balanced experiences across all areas of learning. Staff have high expectations for children's behaviour. They know instinctively when children need extra help to deal with their feelings and frustrations, and provide just the right support to foster their learning and independence.

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Next steps

Leaders should strengthen support for new staff and apprentices to help enhance their teaching and interactions with children.

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Address:

TIBBERTON C OF E SCHOOL Tibberton Newport TF10 8NN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Nic and Tim Childcare Partnership

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this inspection

The inspector spoke with the provider, practitioners, parents, children, the special educational needs coordinator, and those with designated safeguarding roles, during the inspection.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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