Four Brooks Day Nursery - Tommies Childcare

Four Brooks Day Nursery - Tommies Childcare

Unique reference number (URN): EY271635 Address: Parkville Highway, Coventry, West Midlands, CV6 4HZ Type: Childcare on non-domestic premises Registered with Ofsted: 04/09/2003 Registers: EYR, CCR, VCR Registered person: Tommies Childcare Ltd

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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 Strong standard

Children make progress at their own pace. They are fully supported and guided with their individual needs and development to make rapid and sustained progress from their unique starting points. Children's activities are skilfully planned and aim to close any gaps in learning quickly. Children are regularly assessed by leaders and practitioners. Furthermore, the use of ongoing monitoring and assessments ensures leaders and practitioners have an in-depth understanding of what children should know and can do.

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Achievement Strong standard

Children benefit from a consistent approach to support their learning and development. This is demonstrated through positive collaborations with parents to help children achieve. Consequently, next steps are planned to have full impact. Children with any barriers to learning make high levels of progress. For example, they are supported with communication and language strategies. Furthermore, children become confident communicators. They use an extensive, rich vocabulary to express their needs and wishes with clarity. This enables children to fully access their learning experiences and engage as active learners alongside their peers.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and practitioners have implemented well-established routines to help children know what to expect next. These routines support children to feel secure, particularly those with barriers to learning. This enables children to become deeply engaged in their learning. Practitioners are highly positive role models. They demonstrate and model behaviour purposefully, teaching children kindness and respect. Consequently, children's behaviour across the setting is highly positive. Children show care and attention toward their peers and practitioners. They demonstrate a positive understanding of the behavioural expectations. Leaders and practitioners focus on the importance of children's attendance for learning and development. They work closely with parents to understand that consistent attendance is vital for children to have the best possible outcomes. Leaders use online communication for parents to notify the setting promptly and work in partnership to remove any barriers that

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Behaviour, attitudes and establishing routines Strong standard

Children with barriers to learning are supported to self-regulate well. Practitioners use strategies to negotiate and ease regulation with genuine care. For example, practitioners offer children sensory resources, nurturing cuddles and positive reassurance to support their regulation. Leaders and practitioners skilfully reinforce positive hygiene routines. Children are provided with well-balanced and nutritious meals and snacks. Older children develop independence in serving their own meals, and younger children are supported to feed themselves fruit snacks. These skills positively prepare children well for school.

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Children's welfare and wellbeing Strong standard

Leaders carefully consider the wellbeing of all children as a priority of everything they do, particularly focusing on the most vulnerable children. They have an awareness of their individual needs and circumstances and ensure that no child is disadvantaged. Leaders and practitioners have established highly effective systems to identify and ensure that any child with emerging needs is swiftly supported. This ensures children who have barriers to learning receive timely support.

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Children's welfare and wellbeing Strong standard

Children develop well in an exceptionally nurturing and inclusive environment where every child is valued. The care children receive is evident in all aspects of the setting's ethos and underpins the children's ability to thrive. Practitioners form highly secure attachments with children and their families from the outset. They invest significant time in getting to know each child and family uniquely. This means transitions into the setting are built with ease.

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Children's welfare and wellbeing Strong standard

Parents are overwhelmingly complimentary and report that staff have an in-depth understanding of their children's individual needs, personality and preferences. They allow parents to feel completely confident that their child is well known, understood and cared for deeply. Furthermore, children demonstrate a sense of belonging and emotional security from the moment they enter the setting and separate confidently from parents with ease. The well-established and adaptive routines provide consistency to enable children to flourish.

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Curriculum and teaching Strong standard

Leaders have implemented their curriculum to challenge children to enhance their learning effectively. They support practitioners to plan and use their in the moment curriculum to ensure learning experiences are well organised, age appropriate and build on what children know and can do. Leaders and practitioners work effectively together to adapt teaching and learning for children who experience barriers to learning. Children's needs are fully included and assessed by practitioners. They support them to make positive choices about their play and provide sensitive encouragement for those with barriers to learning to engage. This helps those with barriers to build confidence and take part in a wide range of learning experiences on offer.

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Curriculum and teaching Strong standard

Leaders understand what they want children to learn and review planning to highlight any areas that need enhancing. Practitioners support children to develop early maths skills through everyday activities, for example, they teach children to sort out cutlery into various categories after lunch. Children sing a range of number songs throughout the day. Practitioners make purposeful decisions to introduce science experiments for children. They are keen to take part using the everyday resources to explore what may happen during their learning. Practitioners chat with children, supporting them to draw their predictions.

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Curriculum and teaching Strong standard

Children show high levels of interest. They are eager to take part in activities such as mixing liquids and using pipettes to make bubbles. Children concentrate well and talk excitedly about what they can see happening. Leaders identify that there is still room for minor tweaks to improve the quality of teaching and learning for all the children across all opportunities. For example, on occasion, practitioners are not always fully successful in ensuring all children are fully involved in their learning. Leaders have identified clear plans to strengthen this area through targeted coaching and training, to ensure practice becomes consistently strong.

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Inclusion Strong standard

Leaders have created a highly inclusive culture. Children with special educational needs and/or disabilities (SEND) and those with barriers to learning are fully included to thrive. Leaders and practitioners are proactive in identifying any emerging developmental concerns. Children's needs are highly prioritised. Their starting points are well assessed by leaders and practitioners to skilfully highlight developmental concerns, needs and next steps. Leaders and the key person implement precise age-appropriate targets and strategies to meet children's individual developmental needs. They review these regularly for all children, including the most disadvantaged. Children are fully supported to make rapid and sustained progress from their starting points.

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Inclusion Strong standard

Parents are fully involved in their children's learning journey. Leaders and practitioners work collaboratively in partnership with parents to explore creative solutions to aid children's development. As a result, leaders ensure they embed consistent support strategies and targets for use at home. Leaders work with a wide range of external outside agencies and professionals to ensure children receive timely intervention. These collaborations are significant to support children moving on to their next stage of learning effectively. Despite the areas for development in curriculum and teaching, this does not impact the inclusive approach leaders have in supporting those with barriers to learning. Furthermore, all children confidently transition to their next stage of education to continue their progress and flourish.

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Leadership and governance Strong standard

Leadership and governance are highly effective and demonstrate a clear vision to providing high-quality care for all children and those who face barriers to learning. As a result, strong leadership is a deeply embedded culture with high aspirations of inclusivity for all children.

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Leadership and governance Strong standard

Leaders understand their responsibilities to ensure practitioners' suitability is maintained. They ensure the wellbeing of practitioners is prioritised and supported. Leaders provide an open-door policy and regular check-ins and use supervisions to ensure that practitioners are suitable and well supported with their professional development. Consequently, this helps practitioners to understand their duties toward professional conduct.

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Leadership and governance Strong standard

Leaders have a clear understanding of their areas of strength and continuously self-evaluate the setting for improvement and development. They are highly reflective and proactively seek best practice to refine and enhance their provision. For example, leaders understand their responsibilities to improve curriculum and teaching and provide practitioners with targeted coaching and mentoring training. They have plans in place to enhance and develop a high level of skilled practitioners to deepen their knowledge and understanding to enhance the curriculum.

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Leadership and governance Strong standard

Leaders have successfully established strong and collaborative partnerships with parents and a wide range of external agencies. They have built positive partnerships with parents, who report that leaders and practitioners highly value all children's care and education. These partnerships ensure children make sustained progress in their learning and wellbeing.

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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 arrive at the setting happy, confident and eager to learn. They are welcomed by enthusiastic and nurturing staff who know children extremely well. As a result, children settle quickly into their day and show a keen interest to engage in learning experiences with their peers. Practitioners obtain useful information to understand what children know and can do. Key-person relationships are embedded, and children demonstrate secure emotional attachments with practitioners. They seek them out for comfort, cuddles and reassurance.

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About this setting

Unique reference number (URN): EY271635 This is highly effective and promotes children's positive emotional wellbeing and resilience. Furthermore, children are ready to learn and achieve. Positive partnerships with parents are highly valued to ensure all children and those with special educational needs and/or disabilities (SEND) and those with barriers to learning are supported well. Furthermore, children with SEND are fully included to flourish in their learning. Attendance is closely monitored to ensure consistency to support children's learning and development.

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About this setting

Children particularly enjoy outdoor learning experiences. They are consistently supported to take age-appropriate risks. This enables children to extend their imagination to skilfully build and create obstacle courses. Younger children confidently explore climbing and balancing apparatus indoors. They learn to balance and develop increasing physical control and challenge. As a result, children's confidence and love of physical play is enhanced, particularly with the assistance of external football coaching. This prepares them well for their next stage of learning. Children demonstrate high levels of kindness, respect and cooperation with practitioners and their peers. They naturally mirror these high expectations of positive behaviour, often inviting peers to join their play. Consequently, children are extremely well behaved. They enthusiastically encourage their friends to help each other to explore and solve problems. This enables children to develop meaningful relationships and

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About this setting

positive foundations to enable them to thrive.

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Next steps

Leaders should continue to build on and monitor the arrangements that have been implemented to support the quality of teaching and learning.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator and parents and carers 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:

Parkville Highway Coventry West Midlands CV6 4HZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tommies Childcare Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:45

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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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