Tic-Toc Day Nursery

Tic-Toc Day Nursery

Unique reference number (URN): EY388255 Address: 11-13 Chiswick High Road, Chiswick, London, W4 2ND Type: Childcare on non-domestic premises Registered with Ofsted: 21/01/2009 Registers: EYR, CCR Registered person: Dynamite Educational Publishers 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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Achievement Expected standard

Children make progress across all areas of learning. They benefit from staff who think about the knowledge and skills they want children to learn. Children partake in learning activities that consider their individual starting points. This includes children with special educational needs and/or disabilities. For example, children have opportunities to develop important language. They join in with a variety of opportunities to learn through books. For example, children share stories, listen to sounds in the environment and re-enact their favourite tales through role play. All children develop language in preparation for their future education. Children benefit from personalised learning opportunities because staff know them well. They enjoy learning opportunities that consider their interests. This helps them to become motivated learners.

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Behaviour, attitudes and establishing routines Expected standard

Leaders continue to consider how their curriculum supports children's attitudes to learning as they move into older rooms at the nursery. For example, by strengthening how they share strategies to help younger children learn about their emotions and extend this as children grow.

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Behaviour, attitudes and establishing routines Expected standard

Staff teach children to look after their environment. For example, children learn to tidy up after themselves from an early age. Older children learn to be mindful of younger ones, being kind and sensitive to their needs. All children, including those who face barriers to learning, gain an understanding of how their behaviour impacts on others.

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Behaviour, attitudes and establishing routines Expected standard

Staff ensure that children attend the nursery on time. They promote the importance of regular attendance to families. This helps children to have familiar routines to help them feel safe.

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Behaviour, attitudes and establishing routines Expected standard

Staff skilfully anticipate challenges that children may face in regulating their emotions. They step in to offer support and guidance. Babies and toddlers experience warm relationships with staff that help them to feel safe. Staff teach all children listening and attention skills to help them to learn the expectations of the nursery. As a result, children behave well.

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Children's welfare and wellbeing Expected standard

Leaders continue to prioritise children's welfare as they respond to the changing needs of children in the setting. They are developing how they strategically adapt their policies to continue to promote children's wellbeing. Staff encourage toddlers to talk about their feelings. They spend time encouraging children to reflect on their emotions through mindfulness sessions. Older children learn to regulate their emotions using a variety of strategies including yoga and physical exercise. Children learn healthy habits that support their emotional and physical wellbeing. Staff support the wellbeing routines of babies. This includes considering their personal circumstances when weaning. Staff work collaboratively with parents to think about children's sleep habits. This helps them to create routines which help babies to feel comforted and emotionally secure. Staff teach children to make healthy choices; they

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Children's welfare and wellbeing Expected standard

encourage children to explore a variety of nutritious foods. Children are able to talk about their healthy diet. Children enjoy daily access to outside space. Children with gaps in their learning and younger children receive the support they need to be physically safe. All children develop the skills they need for their future lives.

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Curriculum and teaching Expected standard

Leaders have a strong understanding of the quality of the curriculum and teaching at the nursery. They create action plans that continue to improve how they sequence the curriculum through children's development stages. For example, they have a clear action plan to further develop how early reading skills are taught consistently across the nursery. The curriculum is typically taught well. Staff are working to strengthen opportunities for high- quality interactions to be embedded at all times of the day.

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Curriculum and teaching Expected standard

Staff support children to learn new vocabulary through shared reading opportunities that help children to repeat and sequence stories. Children are excited to express themselves. Throughout the nursery, staff teach children to solve problems. For example, they explore measuring with toddlers in the outdoor area. Children in the pre-school room learn to create patterns and shapes. The explicit teaching of mathematical skills helps prepare children well for their future lives.

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Curriculum and teaching Expected standard

Staff support children to be physically active; this promotes children's physical development. Staff help children to develop social skills. When children, including those with special educational needs and/or disabilities need additional support to play alongside others, teachers teach them key social skills. Children learn skills to prepare them for their future relationships.

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Inclusion Expected standard

Leaders continue to develop how their adaptations to support children with special educational needs and/or disabilities (SEND) make a sustained difference to children across the nursery. They aim to further develop opportunities for staff to share best practice, to help embed strategies that promote the engagement of all children in learning across the nursery. Those with responsibility for identifying and arranging support with children with SEND have a strong understanding of children's needs. Leaders ensure that they have a wealth of professional development opportunities that help their knowledge and skills to continue to develop over time. As a result, staff take swift and effective action to identify barriers to learning. They work with a range of specialist partners, speech therapists and educational psychologists where appropriate. Staff implement advice from professionals that helps children to make progress towards key targets.

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Inclusion Expected standard

Staff confidently use strategies to support children to understand and be able to express their needs. They adapt their approaches to children's needs when considering their care needs. For example, they use different strategies to support children learning to use the toilet. Staff have a strong understanding of how to support children who speak English as an additional language. This includes encouraging them to use language in their play and through stories. All children are well prepared for the next stage of their education.

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Leadership and governance Expected standard

Leaders continue to take action to drive improvement to the curriculum through clear action plans. They help staff to share their contributions to individual children so that their positive impact can be felt across the setting.

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Leadership and governance Expected standard

Staff enjoy working at the nursery. They report high levels of wellbeing. Leaders provide staff with a comprehensive selection of professional development opportunities. This helps staff to understand their roles and responsibilities. Staff enjoy taking on key roles and carry them out diligently and professionally. This means that their work has a positive impact on all children including, those with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders have a clear vision to support all children to achieve their best. They engage effectively with parents to help them to understand their children's learning needs. This helps children to continue their learning beyond the setting in preparation for school.

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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

Children, including those with gaps in their learning achieve goals that give them confidence. Children enjoy planned activities that reflect their different learning needs and

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Inspector:

Kate Daurge interests. Staff take steps to give extra support to those children who need it. For example, they use visuals to reinforce new vocabulary or instructions. Staff anticipate when children may struggle to express themselves. The support and guidance given to children helps them to fully access the curriculum. Children develop positive attitudes to exploring and learning.

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Inspector:

Babies learn important physical skills. Staff plan a variety of opportunities for babies to learn to crawl, pull themselves up and walk. This helps them to develop their physical strength. Children across the nursery become increasingly independent as they learn to feed and dress themselves and access equipment that promotes learning.

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Inspector:

Staff consider children's emotional needs. This includes children with barriers to their wellbeing. They support parents to access the support they need to help hone children's feelings of emotional security. They closely consider children's previous experiences to help them feel safe. All children feel happy and confident. Staff take steps to ensure children attend nursery regularly. They work with parents to identify any barriers that may impact attendance. Staff praise children's achievements. For example, they identify when children share and are kind to others. Children learn to make good choices. They develop warm relationships with staff who celebrate their unique personalities. Staff work with parents to consider the changing care needs of babies. For example, they create plans that enable children to wean from bottles or develop healthy sleeping habits. This promotes their physical and emotional wellbeing. All children develop a deep sense of belonging.

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Next steps

Leaders should further develop how staff share strategies to support learning across the nursery so that children can further build on their skills. Leaders should develop further how high-quality interactions are embedded across the nursery to help children to benefit from consistently high-quality interactions with staff.

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About this inspection

The inspector spoke with staff and leaders, including the nursery 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:

11-13 Chiswick High Road Chiswick London W4 2ND

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Dynamite Educational Publishers 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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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