Arbury Day Nursery - Tommies Childcare

Arbury Day Nursery - Tommies Childcare

Unique reference number (URN): EY485893 Address: The Bungalow, Quary Yard, Church Road, Nuneaton, CV10 8LJ Type: Childcare on non-domestic premises Registered with Ofsted: 09/02/2015 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 Expected standard

Children make progress across all areas of learning. They are well prepared for the next stage in their learning and development as they demonstrate increasing independence, confidence and the ability to maintain their attention for sustained periods of time. Children enthusiastically participate in activities that are thoughtfully planned around their interests. For example, they become absorbed as they post balls down a large cardboard tube, watching with excitement as the balls travel from one end to the other.

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Achievement Expected standard

Children develop their fine motor skills through a wide range of opportunities that support their physical development. For example, they confidently use age-appropriate tools to cut and select their own fruit and vegetables. Children with special educational needs and/or disabilities and those with other barriers to learning continue to make progress because staff provide effective support throughout the day. For example, children are typically supported to move between routines using visual prompts and simple signing, enabling them to access all aspects of the curriculum with increasing confidence.

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Achievement Expected standard

Children develop their curiosity and interact positively with others through their play. For example, older children take turns observing a ladybird, showing fascination as they describe its appearance and watch closely as it flies away. Children make progress in their communication and language development through regular singing and rhyme sessions. Older children independently select books to share and demonstrate a growing love of stories. For example, they choose to revisit the same story throughout the day and engage in conversations about the story with staff.

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Behaviour, attitudes and establishing routines Expected standard

Children build respectful and trusting relationships with staff, which helps them to feel safe and secure in the setting. Staff deploy themselves effectively across different areas of the environment, supporting children to remain engaged in activities that capture their interests. Staff working with babies are responsive to children's individual needs. For example, they provide gentle encouragement for babies to confidently access all areas of the room and pull themselves up using furniture as they develop their physical skills.

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Behaviour, attitudes and establishing routines Expected standard

Children typically behave well. Staff consistently encourage children to follow the setting's 'golden rules' and regularly remind them to use kind hands. Children are supported to learn how to take turns. For example, staff encourage children to wait patiently as they take turns posting balls into a large cardboard tube. However, on occasions when some children become upset, staff do not always respond swiftly enough or adapt their strategies effectively to help children regulate their behaviour and reengage in learning. This can occasionally interrupt the learning experiences of other children.

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Behaviour, attitudes and establishing routines Expected standard

Routines are established throughout the nursery. Leaders have recently reviewed the organisation of daily routines to minimise disruption to children's learning opportunities. For example, older children's lunchtime now takes place in two smaller groups, helping to ensure mealtimes remain calm, sociable and enjoyable experiences for all children. Children play collaboratively with other children and include them in their games. For example, a group of children pretend to go shopping before extending their play by using construction blocks to build a road to travel to the shops.

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Behaviour, attitudes and establishing routines Expected standard

Effective systems are in place for leaders to monitor children's attendance and liaise with parents regarding absences, helping to ensure attendance remains consistently high.

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Children's welfare and wellbeing Expected standard

Leaders understand the importance of ensuring children feel safe and secure in the setting. They have embedded an effective key-person approach which enables children to develop secure attachments. Leaders are proactive in maintaining continuity of care. For example, when additional staff are required, the same cover staff are used wherever possible to provide consistency for children. Parents and carers share they are confident that their children feel safe, and value the regular communication they receive about their child's care and development.

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Children's welfare and wellbeing Expected standard

Leaders and staff promote children's healthy lifestyles effectively. They provide children with a well-balanced menu that includes a range of nutritious foods. Leaders have recently shared information with parents about the importance of oral health, which has been well received. They are committed to further strengthening their partnership with parents and plan to provide additional guidance on topics, such as weaning, to continue supporting children's health and wellbeing. Staff encourage babies to develop their independence during mealtimes by gently supporting them to feed themselves while ensuring they remain closely supervised. Mealtimes are calm and sociable experiences where children and staff engage in meaningful conversations, including discussions about the foods children enjoy.

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Children's welfare and wellbeing Expected standard

Leaders and staff support children to begin recognising and talking about their feelings. For example, staff use stories to introduce children to different emotions. When children become upset, staff use appropriate strategies, such as distraction to help them settle. However, leaders recognise there is scope to strengthen practice further by developing staff's use of emotion focused language during these interactions, helping children to better understand, express and regulate their feelings.

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Curriculum and teaching Expected standard

Leaders have designed a well-sequenced curriculum that prioritises children's communication, physical development and personal, social and emotional development. Staff have a secure understanding of the curriculum and implement an approach that focuses on child-led learning, while taking account of children's interests.

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Curriculum and teaching Expected standard

Staff have a detailed understanding of each child and the skills they need to develop next. They adapt their interactions as they join children in their play, helping them to make secure progress. For example, staff recognise children's stage of language development. With older children, they introduce new vocabulary, such as 'scoop' and 'pour', while with younger children, they model animal sounds to encourage early communication. For children with special educational needs and/or disabilities, other strategies are used, such as visual signs, to support their understanding. Staff generally promote children's communication and language well. They ask open ended questions and narrate children's play to extend vocabulary by modelling and repeating language clearly. Staff sing a wide range of familiar songs and rhymes, allowing children to choose those they would like to sing. This supports children's language development. However, staff interactions during some child-led parts of

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Curriculum and teaching Expected standard

the routine are less consistently focused on extending children's thinking and developing their ideas further.

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Curriculum and teaching Expected standard

Staff promote children's physical development effectively and adapt activities to meet children's age and stage of development. For example, they provide younger children with a range of sensory experiences at different heights to encourage them to pull themselves up, cruise along furniture and develop their physical confidence. Staff typically promote children's mathematical understanding through everyday interactions. For example, at mealtimes, they encourage children to count how many potatoes they have on their plates. During sand play, staff introduce mathematical language by encouraging children to compare the sizes of dinosaurs, using words such as 'big' and 'small'.

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Inclusion Expected standard

Leaders and staff gather detailed information about children's individual needs from parents and carers when they first join the setting. They use this information to identify the support children require and to recognise any gaps in their development at the earliest opportunity. Ongoing assessments enable staff to monitor children's progress effectively. Leaders and staff work collaboratively with external professionals, including speech and language therapists, to ensure children receive timely and appropriate support. Staff use advice and recommendations from other agencies to provide tailored support and implement strategies that meet children's individual needs. For example, they have developed a communication and language resource box to help children pronounce letter sounds more clearly.

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Inclusion Expected standard

Leaders have recently supported staff to attend training focused on meeting the needs of children with special educational needs and/or disabilities. This training has strengthened staff's knowledge and confidence in identifying children who may require additional support at an early stage. As a result, staff are better equipped to recognise children's emerging needs and what support could be beneficial. Leaders and staff also consider children who face other barriers to learning, including those who speak English as an additional language. Staff work closely with parents to gather key words and familiar phrases in children's home languages and use these throughout their daily interactions.

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Inclusion Expected standard

Leaders and staff generally evaluate the learning environment to consider where adaptations can be made to support children's development further. For example, they have created a dedicated sensory area within the outdoor environment, where children can regulate their emotions and participate in focused one-to-one activities with staff. Children's individual learning needs are reviewed regularly and leaders deploy staff effectively, including providing higher staff ratios where appropriate. This ensures children receive the support they need to build positive relationships in an inclusive learning environment.

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Leadership and governance Expected standard

A recent change in the leadership team has had a positive impact on the quality of the setting. Leaders monitor and support staff effectively through regular supervision and performance discussions. They ensure staff receive targeted support to address identified areas of development. Leaders also provide a range of professional development opportunities that are carefully aligned to the needs of the setting and staff members. For example, staff recently attended child development training and since attending, they have adapted their approach to better prepare children for the next stage in their learning.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the setting's strengths and areas for development. They use self-evaluation effectively to identify priorities for improvement. For example, leaders recognise that there are some variations in the quality of teaching across the setting. Staff report that they feel well supported by leaders and are confident to raise concerns or discuss matters that may affect their wellbeing. This positive culture contributes to ongoing professional development and continuous improvement.

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Leadership and governance Expected standard

Leaders maintain a clear overview of children with special educational needs and/or disabilities and those facing other barriers to learning. They work closely with the special educational needs coordinator to ensure children's individual needs are identified promptly and appropriate support is put in place. Leaders take an active role in supporting both staff and children, making decisions that are in children's best interests. For example, they have increased staff ratios to provide additional support for individual children when needed, and created a sensory area to help children regulate their emotions.

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Leadership and governance Expected standard

Leaders continue to strengthen partnerships with parents and carers, recognising the important role families play in supporting children's learning and development. Parents speak positively about the high level of communication they receive regarding their children's progress and value the trusting relationships they have established with staff. Leaders also understand the importance of effective information sharing and ensure that relevant information is shared with local primary schools. This helps children experience a smooth and well-supported transition to the next stage of their education.

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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 happily at the setting and separate from their parents and carers with ease. They are greeted by warm, welcoming and consistent staff, who support them to feel safe and secure. Children confidently explore their environment, which has been carefully planned and set up to reflect their interests and encourage curiosity. For example, children use a range of creative resources to create their own artwork and confidently ask for additional materials they would like to use. Babies respond warmly to caring interactions as staff attune to their individual needs and respond sensitively.

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

Children know their environment well and move confidently between indoor and outdoor spaces. They engage in meaningful conversations with each other, sharing language linked to their own experiences. For example, children discuss which supermarket they are visiting and use blocks to create a road to travel there. Staff encourage children's imagination and support them to develop positive relationships as they learn to take turns, share resources and play cooperatively. Children develop their communication and language skills through enjoyable experiences, including singing and rhyme sessions. Younger children confidently choose their preferred rhyme by selecting puppets. Children develop a love of books and become familiar with a wide range of stories. They independently select books to explore and revisit familiar stories, developing their understanding and anticipating what happens next.

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

Children develop their physical skills through a range of opportunities across the provision. They strengthen their fine motor skills as they use different tools and resources, such as containers and cups in the water tray, to fill and empty with increasing control. All children develop their independence as they serve their own food and are encouraged to pour their own drinks into open-top cups. Children with special educational needs and/or disabilities are supported well. Leaders and staff make thoughtful adaptations to the environment and

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Address:

The Bungalow, Quary Yard Church Road Nuneaton CV10 8LJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 09/02/2015 provide targeted small-group and one-to-one experiences to support children's individual emotional development.

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Address:

Children's attendance patterns are carefully monitored by leaders, who follow up promptly with parents regarding any absences to ensure that regular attendance is consistently promoted.

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Next steps

Leaders should continue to support staff to enhance their teaching practice, ensuring interactions consistently provide opportunities to extend children's learning. Leaders should continue to develop staff understanding of how to use effective strategies that support children to regulate their emotions and behaviour.

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About this inspection

The inspector spoke with leaders, practitioners and the 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. Registered person: Tommies Childcare Ltd

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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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