Tutbury Early Years Provision

Tutbury Early Years Provision

Unique reference number (URN): 2795710 Address: Tutbury Cricket Club, Bridge Street, Tutbury, DE13 9LZ Type: Childcare on non-domestic premises Registered with Ofsted: 10/09/2024 Registers: EYR Registered person: Bailey, Rudi

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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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Children's welfare and wellbeing Expected standard

Staff show genuine care for all children and build close relationships and attachments to them. They have set up a culture where children are able to express themselves freely. Children with special educational needs and/or disabilities build secure bonds with staff. They are supported by staff to access appropriate learning experiences within the environment.

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Children's welfare and wellbeing Expected standard

Leaders work closely with parents to ensure that children are provided with nutritious lunch boxes, such as fruits, sandwiches and yogurts. Staff actively promote health and hygiene practices by encouraging children to follow them effectively, such as washing their own hands prior to eating their lunch. Their interactions towards children are helpful and encourage all children to have a go at feeding themselves and locating their water bottles to stay nourished.

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Children's welfare and wellbeing Expected standard

Children benefit from accessing the outdoors for fresh air. They balance on beams to develop their physical skills. Leaders understand the importance of keeping their premises safe for children, including the adjacent outdoor areas directly attached to the setting. They explain how risk assessments are part of their practice to ensure that all children are kept safe in their care.

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Achievement Needs attention

Children do not always make the desired progress in their learning and development as leaders' expectations for all children are not consistently high enough to secure their achievement. At times, the curriculum does not challenge them or inspire ambition. For example, younger children interact with older children, yet they are offered the same activities without considering what suits their developmental stage. This does not help children gain the necessary skills and knowledge in their learning. Older children learn to strengthen their finger muscles to hold a pair of scissors. They learn to say new words such as 'sprinkle'. Children with special educational needs and/or disabilities learn to become independent and freely access their environment. They know how to identify their emotions and take time to manage them. For example, they build a den when they recognise they need some time to regulate their emotions. All children learn to be kind to each other and

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Achievement Needs attention

play alongside their friends, demonstrating empathy for one another.

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Behaviour, attitudes and establishing routines Needs attention

Children are not always clear what is expected of them as staff do not follow up on routines that they have set out for children. For instance, when staff play the tidy-up song and request that children put toys away, the instructions are unclear, leading to children continuing to play and ignore the request. Consequently, consistent routines are not established effectively to ensure that children fully understand the expectations for their behaviour.

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Behaviour, attitudes and establishing routines Needs attention

Leaders and staff develop positive relationships with children in their care, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing. Staff consider children's age and stage of development. They foster a supportive environment that teaches children boundaries and emotional regulation. For example, when staff notice children need support to regulate their feelings, they help them to build dens to sit in. This ensures that children are treated with kindness and respect. Children appear to enjoy themselves at the setting. They benefit from the time they spend with staff as interactions are caring towards all children.

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Behaviour, attitudes and establishing routines Needs attention

Leaders implement systems to track attendance within the setting. They routinely review children's attendance patterns and collaborate with parents to ensure that information- sharing remains current.

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Curriculum and teaching Needs attention

Leaders have not ensured that the curriculum is always ambitious enough for children, including those with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning and/or wellbeing. The curriculum is not sequenced well enough. Staff's interactions with children enable them to settle and access the environment. They adapt their teaching appropriately for those children with SEND. However, staff's knowledge of what children need to learn next is not always secure. As a result, staff do not always use assessment effectively to ensure that the individual learning needs of all children are fully met.

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Curriculum and teaching Needs attention

Children engage in a variety of learning opportunities throughout the day, such as reading books. They sit comfortably with staff and show they feel a sense of security as they hear books read to them. Staff use expressions to draw children's attention and engage them. Children enjoy filling and emptying rice from containers. Staff play alongside children. They hold rice and release this saying 'sprinkle'. This helps children to hear new words. Younger children post objects into shape sorters and push along wheeled toys. Children hear names of shapes said to them, such as circle. Children with SEND are supported to feel safe by staff as they help them to explore their environment and access the activities on offer.

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Inclusion Needs attention

Children's needs are not always assessed quickly enough to help children make the progress they need in their learning and development. This includes those children that receive the early years pupil premium. For example, although leaders have participated in specialised training on a speech and language tool, they do not implement this training to support effectively children who could benefit from it. Consequently, some children do not receive the targeted teaching necessary to optimise their development in communication and language skills.

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Inclusion Needs attention

Children, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing, are supported by caring staff. They know what helps to calm children when they struggle to regulate their emotions. For example, staff help children to build a den for them to sit in as they recognise this is a quiet space. Leaders recognise relevant training that they would benefit from, to help them with an approach to planning, assessing and reviewing children's individual needs.

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Leadership and governance Needs attention

Leaders have identified priorities that are in the best interests of all children but have not taken effective steps to address these. Leaders work closely with the local authority and attend training. They support staff's wellbeing and consider their workload when decision- making. Leaders have pinpointed training needs to develop skills, but staff are still learning how to apply these in practice. Staff, for instance, are uncertain about children's learning needs and their next steps. Additionally, leaders have not established an effective method of training and supervision to support staff to enhance their knowledge and skills. The setting's approach to implementing consistent routines for children is not established effectively.

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Leadership and governance Needs attention

Although parents report they are happy with the general information they receive about their child's day on the communication app, information is not shared effectively with parents to help them support their children's learning and development at home. This does not help build a consistent approach to supporting children's learning.

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

The curriculum is not consistently ambitious enough to ensure that children, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing, make all of the progress they need to, in preparation for the next stage of their development.

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

Children settle quickly on entry to the setting. They are greeted by kind and caring staff. This helps children to feel safe and secure. Children enjoy the playful experiences on offer to them. For example, they use their finger muscles to hold a pair of scissors to snip cuts out of paper. However, younger children struggle to handle scissors, and less consideration is given to the age and stage of development of children when deciding on the experiences to put out for them. Leaders do support staff's development and training, but these efforts have not yet produced the intended benefits for children.

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

Children are confident at exploring their environment. For example, children enjoy filling up rice into containers, and then show they are fascinated as this is poured out onto the tuff tray. Staff play alongside children and share vocabulary such as 'sprinkle'. This helps children to develop their physical skills and hear new vocabulary.

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

Children enjoy eating snacks they bring from home, such as fruits and yogurts. Leaders have ensured that parents are supported to bring in a healthy lunch box for their children. Children are encouraged to drink water regularly throughout the day. Staff point out shapes, such as a circle while they eat crackers. They remind children to use their manners when they are helped by them to open their snack. In addition, leaders and staff encourage regular attendance at the setting by building positive relationships with parents.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

plan an ambitious curriculum for all children that meets the individual needs, interests and development of each child 13/04/2026

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Action Completion Date

support staff to keep parents up to date with their child's progress and development 13/04/2026

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Action Completion Date

build on arrangements in place for supervision and training of staff, to foster a culture of continuous improvement 13/04/2026

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Action Completion Date

support staff to implement routines more consistently to promote effectively children's understanding of expectations. 13/04/2026

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About this inspection

The inspector spoke with staff and children, and took account of parents' views 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:

Tutbury Cricket Club Bridge Street Tutbury DE13 9LZ

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Address:

Type: Childcare on non-domestic premises

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Address:

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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