Tynemouth Nursery at Billy Mill

Tynemouth Nursery at Billy Mill

Unique reference number (URN): 310213 Address: 142-144 Queen Alexandra Road West, North Shields, Tyne and Wear, NE29 9AF Type: Childcare on non-domestic premises Registered with Ofsted: 23/01/2001 Registers: EYR, CCR, VCR Registered person: Tynemouth Nursery Group 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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Inclusion Strong standard

Leaders are highly proactive in identifying and assessing the individual needs of children and families who attend the nursery, including those who have special educational needs and/or disabilities (SEND) or are known, or previously known, to social care.

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Inclusion Strong standard

Leaders are relentless in ensuring that children and families with vulnerabilities are provided with the maximum support available. This ensures that children are safeguarded and any barriers to their learning and progress are effectively reduced. This includes active liaison with external agencies, such as health visitors, children's social services and health care professionals. Leaders also make excellent use of resources available through the local authority to ensure they access the most up-to-date information regarding support strategies for children with SEND. Leaders ensure a wealth of training is available to staff, ensuring that individualised learning plans for children are delivered effectively. This includes successfully completing specialist training.

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Inclusion Strong standard

Leaders carefully track the progress of all children, including those with additional barriers to their learning. Staff who work with these children are supported to understand how to break down targets into small, manageable steps. They understand how to deliver their teaching effectively to ensure that children progress through the curriculum. Staff know their key children very well and understand how to implement specific strategies as required. Additional funding is used appropriately, with careful consideration of the individual context and needs of each child. The use of this funding has a notable impact on the children for whom it is intended. For instance, they benefit from additional outings and experiences that they may not otherwise have access to. This greatly supports their overall development and sense of belonging in community situations.

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Achievement Expected standard

Children progress well across all areas of learning and develop a range of knowledge and skills to help prepare them for their next stage of learning, including school. For instance, children develop important independence skills, such as self-care routines, dressing for outdoors and lining up when asked. Children are keen to take part in singing sessions and demonstrate their knowledge and enthusiasm when singing a range of key nursery rhymes.

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Achievement Expected standard

Children with barriers to their learning also progress well from their starting points because they receive the necessary support to ensure their ongoing development, in line with their identified next steps. Some limitations around sequencing of the curriculum do not consistently give children the best preparation for the transition to school. For instance, introducing letter formation in pre- school occurs before children have the necessary developmental skills for this.

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Behaviour, attitudes and establishing routines Expected standard

Leaders actively promote attendance and punctuality, which has a positive impact on how well children settle into the nursery and the progress they make in their development. Practitioners model kindness and respect for each other and teach children skills such as sharing and turn-taking. Children are receptive and demonstrate these skills in their independent play.

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Behaviour, attitudes and establishing routines Expected standard

Leaders generally have high expectations for children's behaviour across the nursery, and staff typically promote positive behaviour. Children show positive behaviours and play together harmoniously. However, there is some variation in how staff support children to understand the behavioural expectations. For instance, at times, staff use the single word 'wait' along with a hand signal without any further explanation when children are keen to take more pieces of fruit at snack time. Children are not helped to understand why they need to wait, which is confusing for them, particularly when they are hungry and are keen to eat more snack.

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Behaviour, attitudes and establishing routines Expected standard

Staff plan exciting and engaging activities to support children in all areas of their learning. However, they do not consistently support children in developing age-appropriate learning behaviours, such as how to focus their attention on a set task. Children's individual needs are well considered, and staff understand these well. Praise is used to reinforce positive behaviour, and children have trusting relationships with their key staff and other children.

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Children's welfare and wellbeing Expected standard

There is a positive and inclusive attitude to ensuring that children's welfare and wellbeing are promoted, including for children who have barriers to their learning. Leaders have implemented policies and practice to support children's welfare and wellbeing and, generally, these are effective. For instance, children develop self-care skills, such as handwashing before mealtimes. Children sit around tables together at mealtimes, which encourages manners and social skills. Staff closely supervise mealtimes to ensure children's safety. Staff support children's emotional wellbeing and provide cuddles and reassurance when needed. Staff work closely with families to support children to begin toilet training, ensuring a positive and supportive process for children.

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Children's welfare and wellbeing Expected standard

However, there is some inconsistent practice around snack and mealtimes. For example, the transitional routines around mealtimes can be overly long and, at times, children become unsettled while waiting for their food.

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Children's welfare and wellbeing Expected standard

Physical health is promoted well in the nursery. Curriculum enhancements, including specialist physical education sessions, give children the opportunity to develop their physical skills, stamina and a positive attitude to self-care and exercise. Children also benefit from a range of healthy foods, including a range of fruit to choose from at snack time.

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Curriculum and teaching Expected standard

Leaders actively evaluate the quality of the curriculum and typically identify areas where further development is needed. The curriculum design is effective in ensuring that children make progress across all areas of learning. Staff provide a wide range of exciting activities to stimulate children's interest. As a result, children have the opportunity to practise key skills regularly.

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Curriculum and teaching Expected standard

Staff understand children's interests and gaps in learning and tailor their teaching to ensure these needs are met. A focus on personal, social and emotional development helps children to feel safe and secure. For instance, babies are given warm cuddles when they are unsettled. Songs, rhymes and stories are used effectively to support children's communication, language and love of books. Children excitedly join in with the words and actions to favourite songs.

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Curriculum and teaching Expected standard

There is a focus on physical development in response to leaders' identification of the higher- than-average obesity rate in the area. This includes bringing in external professionals to provide physical education sessions and ensuring that children are offered a wide range of fruit and vegetables. Children thoroughly enjoy practising their physical skills in the outdoor area, and they participate in focused sessions with high levels of engagement. Staff explicitly teach mathematics, such as focusing on counting fingers carefully when singing number songs. The curriculum also reflects the diversity of the children who attend, for example, learning about festivals that are pertinent to children's cultures.

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Curriculum and teaching Expected standard

At times, teaching is not consistently tailored to the individual stages of children's development and there is variation in the quality of interactions. Some skills and concepts are introduced before children are ready for them.

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Leadership and governance Expected standard

Leaders have an understanding of the nursery's context, and they use this knowledge to make appropriate plans for further improvement of the provision as a whole and for staff development and training. Leaders provide staff with opportunities to develop their knowledge and skills, and staff are supported to implement improvements where these have been identified. Leaders are particularly mindful to support the wellbeing of staff, who report that they feel valued and their workload is manageable.

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Leadership and governance Expected standard

Leaders are proactive in accessing further training and support from external agencies, including the local authority early years team. This is particularly beneficial in accessing support for children and families who have vulnerabilities and who need additional support to help them thrive. Partnerships with parents and carers are a strength, and parents provide positive feedback regarding the impact the nursery has on their children's development. Parents also report that staff are very supportive and approachable.

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Leadership and governance Expected standard

Although leaders support staff well and source training for their ongoing professional development, this is not always matched precisely to priorities for improvement to ensure consistent, high-quality practice that promotes the best learning outcomes for all children.

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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 enjoy their time in the welcoming, family-centred nursery. They benefit from a wide range of engaging learning opportunities, which support them in developing key skills across all areas of learning. Babies beam with happiness as staff help them to develop physical skills as they splash and play in the water tray. Toddlers are very keen to participate in group singing sessions, which help to support their language development. Older children are eager to explore the textures and smells of a range of fresh flowers. They confidently invite

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Inspector:

their friends to smell the different types of flowers they have found, demonstrating their mature social skills.

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Inspector:

Children's individual interests and needs are carefully observed by their key members of staff. Secure relationships with parents and carers help staff gain further understanding of children's development. Learning is carefully planned and individualised, to support all children to make rapid progress from their starting points. Children have positive relationships with staff, and parents say that their children feel safe, secure and happy at the nursery.

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Inspector:

The highly impactful support for children and families who are facing challenges is a key strength of the nursery. Children who have barriers to their learning are well supported by key staff who understand their needs and ensure that learning is engaging and accessible. As a result, all children are happily settled into the daily routines and flourish in their development.

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Inspector:

Children's behaviour is calm and purposeful. They develop key skills such as sharing and turn-taking as a result of staff providing plenty of ongoing guidance and praise. Children's positive progress and development is supported through leaders actively promoting the importance of punctuality and attendance.

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Next steps

Leaders should further evaluate the sequence of the curriculum and the quality of interactions to ensure that teaching is focused accurately on age-appropriate learning and children's developmental needs. Leaders should further improve policies and practices in relation to mealtime routines, to ensure that children's wellbeing is consistently prioritised. Leaders should provide further high-quality professional learning opportunities for staff to precisely match the ongoing priorities in the nursery.

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About this inspection

The inspector spoke with leaders, staff, special educational needs coordinators, parents and children 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. Dani Taylor

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Address:

142-144 Queen Alexandra Road West North Shields Tyne and Wear NE29 9AF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tynemouth Nursery Group Limited

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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. 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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