Tiny Acorns Nursery

Tiny Acorns Nursery

Unique reference number (URN): EY390058 Address: Long Crendon County Combined School, Chilton Road, Long Crendon, AYLESBURY, Buckinghamshire, HP18 9BZ Type: Childcare on non-domestic premises Registered with Ofsted: 05/03/2009 Registers: EYR, CCR Registered person: Tiny Acorns Nursery Limited

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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 consistently promote the highest standards of behaviour among children, who display notably positive attitudes towards both learning and each other. Collaborative games and activities foster positive behaviour and encourage children to play harmoniously together. Throughout the setting, adults provide specific and positive praise, reinforcing good behaviour and inspiring children to please their key persons. Routines are firmly established from the baby room through to pre-school, with children understanding expectations and responding attentively to adults.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff place a strong emphasis on developing personal, social and emotional skills, resulting in children who can regulate their emotions effectively.

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Behaviour, attitudes and establishing routines Strong standard

Attention is given to fostering independence. Children are provided with opportunities to acquire new skills, such as serving themselves and considering appropriate portion sizes during lunch, which supports responsible decision-making.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners build strong partnerships with parents, helping babies and children to develop secure, positive attachments with their key persons. Leaders help families keep their children attending regularly, offering support when family situations change, so children can continue receiving consistent care and education.

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Children's welfare and wellbeing Strong standard

Leaders create safe, welcoming spaces where children enjoy play, learning and activities with each other. Strong and nurturing relationships are consistently formed between key staff, babies and children, ensuring secure attachments and responsive care throughout the setting. Communication with families is a priority for leaders.

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Children's welfare and wellbeing Strong standard

Babies and children are provided with daily opportunities to enjoy the nursery. Children receive support and encouragement from staff to learn about their physical development through games and activities such as toddler rugby. They learn to make safe choices and understand ways to maintain good health. Staff use daily routines such as handwashing to promote wellbeing and good personal hygiene. Staff understand safe sleep practice and regularly check on children to keep them safe. Children are supported to recognise and manage feelings to develop emotional and social skills. Mealtimes encourage healthy

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Expected standard

choices and social interaction, with children serving themselves. Parents appreciate the nutritious food options provided.

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Expected standard

Leaders and staff have an in-depth understanding of the children and their families throughout the nursery. They demonstrate a strong ability to adapt to the changing needs and situations of each child and family. Parents feel supported and listened to, commenting on how flexible the staff have been to help them at difficult times. Established routines are well structured to support what happens at home with the youngest children. Children consistently make good choices and decisions.

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Achievement Expected standard

Babies develop appropriate knowledge and skills in the prime areas of learning.

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Achievement Expected standard

Children develop knowledge and skills across the seven areas of learning appropriate to their age and stage.

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Achievement Expected standard

Children are prepared for the next stage of development as they move through the nursery and pre-school. Transitions are carefully planned to support moving to new rooms. Pre- school children are guided to develop school-readiness skills. Activities are designed to help them adjust to new routines, such as learning how to line up during transitions. Children with barriers to learning receive the necessary support to make progress and reach their next stage of learning.

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Achievement Expected standard

Children are not consistently challenged when learning outdoors to build on what they already know, for example extending vocabulary beyond the colours they already know.

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Curriculum and teaching Expected standard

Leaders and staff consistently engage in high-quality interactions with babies. Resources in the baby spaces support stages of development and provide good opportunities for further child development through interactions. Practice observed inside the toddler and pre-school rooms meets a high standard through play opportunities that are enhanced by high-quality interactions.

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Curriculum and teaching Expected standard

The prime areas of the curriculum are designed to give children the strongest start, focusing on communication, language, and social and emotional development. Leaders and staff regularly observe and engage with children to identify their unique learning needs, and then use these assessments to plan activities that support ongoing development.

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Curriculum and teaching Expected standard

From an early age, children are encouraged to recognise and manage their emotions, supporting their social and emotional development. Physical activity is prioritised to help babies and children build strength and coordination. Staff boost children's confidence in mathematics by integrating numbers and patterns into daily routines and activities, ensuring regular opportunities to develop these skills.

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Curriculum and teaching Expected standard

Children enjoy the outdoor area, which supports physical development for toddlers and pre- schoolers. However, staff do not fully extend or challenge children's learning outdoors and are less confident in doing so compared to indoor activities.

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Curriculum and teaching Expected standard

Leaders have a good knowledge of how to support disadvantaged children, and those who may encounter barriers to learning, such as children with special educational needs and/or disabilities, should they attend the setting in the future.

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Inclusion Expected standard

Staff identify babies' and children's needs quickly and accurately. They have a secure understanding of babies' needs and progress, which has a positive impact on reducing barriers to learning.

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Inclusion Expected standard

Leaders access a range of training and work collaboratively with other settings in the area to extend their knowledge of disadvantaged children and those with additional needs.

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Inclusion Expected standard

Leaders and practitioners collaborate with parents and other professionals to give every child the best possible start in life and reduce barriers to learning. Staff are helped by leaders to support all children, and particularly those who face barriers to learning, including decisions on what adaptations would benefit children to thrive. Leaders have a good knowledge of how to support disadvantaged children when they attend the setting in the future. All children, including those who speak English as an additional language and those who may encounter other barriers to learning, such as children with special educational needs and/or disabilities, make progress because of prompt intervention and focused teaching strategies.

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Inclusion Expected standard

Parents comment positively on the early identification of their child's barriers to learning and the support put in place that follows the same routines at home. Key persons provide regular updates in person and on the parent app.

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Leadership and governance Expected standard

Regular supervision is in place to support staff, helping them feel valued and appreciated. Leaders make staff needs and wellbeing a priority. They monitor workload to ensure it remains manageable and encourage staff to ask for help. Leaders offer frequent and relevant opportunities for professional development, which staff are enthusiastic to pursue.

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Leadership and governance Expected standard

Leaders collaborate with parents, professionals and schools to ensure children receive a strong foundation for learning and appropriate support during transitions to new settings. Changes in ownership have prompted a change in leadership structure, providing greater support throughout the team. Staff appreciate leadership support, ensuring help is always available. Leaders possess a clear understanding of the setting's unique circumstances, recognising both its strengths and areas needing further development. They set high expectations for the children and proactively implement measures to support progress. The nominated individual maintains overall oversight of the nursery, actively supporting and constructively challenging leaders to promote continuous improvement, while being mindful of leaders' workloads.

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Leadership and governance Expected standard

Leaders have not developed the outdoor provision to the same high standards as those observed indoors. Staff interactions with children and their use of resources are not as effective in this area as they are inside. This means that staff do not take all opportunities to challenge and extend children's learning, including their emerging storytelling skills.

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

Leaders and practitioners ensure that every child can discover, belong and flourish. At Tiny Acorns, babies and children arrive happy, confident and ready for the day. Strong partnerships with parents support understanding of individual needs. Following home routines helps children feel comfortable, happy and secure. Close bonds with key persons foster children's confidence and independence.

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

High standards for behaviour are consistently maintained. Children and babies are helped to become independent and manage their emotions. They show positive attitudes towards learning and each other and are encouraged to play collaboratively, supporting their social development.

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

From an early age, children are actively involved in learning and play, making good progress in the prime areas of learning. Communication and language skills are supported through

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Inspector:

Fiona Procter early exposure to books, storytelling, songs and rhymes. Babies develop their physical skills through sensory exploration, while children choose activities that build on existing knowledge. Staff support learning through quality interactions, and outdoor play further promotes physical development.

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Inspector:

Babies and children across the nursery achieve well from their different starting points. They are well prepared for the next stage of development as they move through the nursery and pre-school. Transitions are carefully planned to support changing to new rooms. Pre-school children are guided to develop school-readiness skills. Activities are designed to help them adjust to routines and learn new skills.

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Inspector:

All children, including those who speak English as an additional language and those who may encounter other barriers to learning, make progress because of prompt intervention and focused teaching strategies.

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Inspector:

Leaders provide support to families to ensure that children maintain regular attendance. If there are changes in family circumstances, staff make dedicated efforts to support families so that children continue to have access to care and education without interruption.

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Next steps

Leaders should support staff to further improve the quality of teaching by developing staff interactions in the outdoor provision to the same high standards observed indoors to further extend children's learning. Leaders and staff should make the best use of resources when children play outside to build on their learning experiences, including their storytelling skills.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator during the 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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Address:

Long Crendon County Combined School Chilton Road, Long Crendon AYLESBURY Buckinghamshire HP18 9BZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tiny Acorns Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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 standard 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 standard 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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