Teeny Feet Day Nursery

Teeny Feet Day Nursery

Unique reference number (URN): EY482828 Address: 118 Dargets Road, Chatham, ME5 8BP Type: Childcare on non-domestic premises Registered with Ofsted: 04/12/2014 Registers: EYR, CCR, VCR Registered person: Longe, Marian Adebimpe Ifoma

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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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Inclusion Strong standard

Staff work closely with parents to understand children's development, when children start at the setting. Staff continue to gain further information through observations of what children can do. Where children require additional support, for example, due to a barrier to learning or special educational needs and/or disabilities (SEND), leaders implement agreed plans consistently and share these within the team to ensure that children are fully supported to access the curriculum. Children with SEND hugely benefit from the consistent and highly effective practice to support their individual development.

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Inclusion Strong standard

Leaders receive suitable training to support them in their lead roles as special educational needs coordinators. Leaders are very proactive in making sure that any support children with SEND need is swiftly implemented while waiting for input from other professionals. They work well with other professionals to seek further guidance and support and implement any agreed strategies. Staff receive training to help build their skills to support the needs of individual children.

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Inclusion Strong standard

Any additional funding is used effectively. For example, staff assess the individual needs and circumstances for each child and use funding to ensure their needs are met.

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Achievement Expected standard

All children, including those who experience barriers to achievement and special educational needs and/or disabilities, progress well from their individual starting points. However, some further developments in teaching would have even more impact on children's achievement. Children respond well to planned activities and positive interactions with staff. Support for children's communication and language development is embedded in practice. Staff take all opportunities to sing to babies and toddlers as they play. For example, children bring toys to staff, such as a duck, and join in singing and dancing to the song.

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Achievement Expected standard

Children show persistence and determination in completing their chosen tasks. Staff manage these times well by allowing children time and space to challenge themselves. For instance, young children sorting shapes try several different ones before finding the correct one and continue this to complete all of the shapes in the set. Children enjoy the warm praise staff given them. These opportunities help children to build skills that will help them be ready for their next stage of learning at school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff create a positive environment. Their approach to supporting children's behaviour considers children's age and stage of development. Children and staff form suitable relationships. For example, children are eager to share their learning with staff and happily chat about what they have built with the bricks.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy opportunities to spend time with children from different age groups in the setting. Staff promote kindness and understanding as they skilfully help older children to learn how to include younger children in their play. For example, by using turn-taking and explaining the intentions of the younger child. However, there are some inconsistencies in how staff implement strategies to support individual children's behaviour, which means that they vary in success. This limits children's understanding of their own behaviour and how this impacts on others.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established systems to support children's attendance to consider their wellbeing and opportunity to take part in learning at the setting. Parents keep in contact to update about their children's attendance.

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Children's welfare and wellbeing Expected standard

Staff get to know their key children well. Individual care routines are supported on a very individual basis, this includes children who may face barriers to achievements and children with special educational needs and/or disabilities. For example, staff know how children prefer to sleep and if they are likely to be more rested in a quieter space or are able to sleep with others playing close by.

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Children's welfare and wellbeing Expected standard

Leaders have worked hard to develop a menu that gives children nutritious meals that appeal to them. However, during mealtimes, staff do not consistently facilitate learning opportunities to help children build their skills further. For example, not all children have appropriately sized cutlery to help them feed themselves and older children have limited opportunities to learn to cut their own food. Leaders ensure that children's individual allergies and preferences are known and up to date to ensure that children remain safe at nursery.

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Children's welfare and wellbeing Expected standard

Overall, children are supported to learn about their emotions. Staff plan activities for children to explore different facial expressions and also discuss with children about what makes them happy. However, some of the inconsistencies in the support for children has some impact on how they learn about how others feel.

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Curriculum and teaching Expected standard

Leaders plan a curriculum that covers all areas of learning to support children's development effectively. Staff plan activities through play for both indoor and outdoor play. Staff complete regular observations of children's learning and assess their progress. Staff have good communication with each other to discuss new moments in children's learning so they are aware of children's current skills. Staff adapt their teaching well for children with barriers to learning or those with special educational needs and/or disabilities. In particular, leaders and staff consider other ways of communicating with children, such as through signs, to help promote communication and language development across the setting effectively. Staff support children's mathematical development well. For instance, they role model counting to babies as they play and talk through different shapes and size concepts. Overall, teaching is generally appropriately aimed at what staff want children to learn next.

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Curriculum and teaching Expected standard

However, at times some of the learning intentions for children do not consistently match their age and stage of development, which means that there are sometimes more limited opportunities to gain new learning.

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Leadership and governance Expected standard

Leaders have worked hard since the last inspection to develop in all areas. They are clear that they want to continue their progress and maintain high standards for all children, including those with barriers to achievement and children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Staff have received training in areas, such as safeguarding, to upskill them and give them confidence in their roles. Leaders know where to access further training for future development. They have very recently completed training to support children's learning and development and have plans to embed this further in practice. These plans are in the early stages and the further impact of these will be assessed by leaders, once they have been fully implemented.

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Leadership and governance Expected standard

Leaders consider staff wellbeing and workload when making decisions within the setting. Staff receive regular supervisions and daily check ins to ensure that their workload is manageable and wellbeing is supported. This enables staff to fully support the children in their care. Staff report positively on the support structure in place at the setting and the training and developments within the setting since the last inspection.

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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

Staff warmly greet children, who enjoy attending the setting and confidently walk in after an easy separation from their parents. Children look forward to spending time with staff and other children. Leaders promote regular attendance. Children develop a sense of belonging as they understand where to put their coats and to take off their shoes. Children's cultural backgrounds and families are fully understood by staff. Children have opportunities to learn about each other and wider their knowledge through taking part in festivals and celebrations that other children enjoy.

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

Staff plan for children's individual needs and starting points, which also closely considers if they have any barriers to achievements and special educational needs and/or disabilities. This helps to reduce any barriers they may be experiencing.

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

Children like the opportunity to play outside daily and explore bikes, a mud kitchen and the opportunity to be more physically active. Leaders and staff regularly review what they offer children. For example, toddlers and babies enjoy the new addition of a playhouse in their garden, causing much excitement and the chance to independently open and close the windows and doors. Staff support children's engagement with the natural world well. For example, staff discuss how their plants are growing and show children a worm that they have found. However, at times children do not fully benefit from further learning opportunities during mealtimes to extend their skills further.

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

Staff value the ideas that children bring. For example, children mix together bubbly paint to combine colours and explore pouring. Staff recognise that younger children struggle to share the pots. Staff provide more pots to help children explore the activity in a meaningful way for them. However, some activities that children take part in need to be more closely

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 04/12/2014 aligned with their ages and stages of development to maximise their learning and development.

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Next steps

Leaders should support staff to develop mealtimes to ensure that children fully benefit from a range of learning opportunities during these times. Leaders should strength staff's teaching knowledge to ensure that activities are more closely linked to children's age and stages of development to help them make the most of their learning. Leaders should develop staff knowledge to create a consistent approach to agreed strategies for supporting children's behaviour to help them further understand how their action affect others.

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About this inspection

The inspector spoke with leaders, the special educational needs coordinator and staff 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. Registered person: Longe, Marian Adebimpe Ifoma

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About this inspection

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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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