Tingewick Pre-School Ltd

Tingewick Pre-School Ltd

Unique reference number (URN): 2815021 Address: Roundwood Primary School, Main Street, Tingewick, Buckingham, MK18 4NL Type: Childcare on non-domestic premises Registered with Ofsted: 22/10/2024 Registers: EYR Registered person: Tingewick Pre-School 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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Achievement Strong standard

Children are well prepared for the next stage in their learning, such as moving to another setting or starting school. They develop the skills they need for the future, such as independence and resilience during activities. Children are highly motivated and demonstrate high levels of concentration, both during their own instructed play and through adult-led activities, such as a communication and language assessment tool that allows leaders to assess children's communication and language skills and implement interventions in order to support children to develop these skills. They develop a love of books and stories, exploring pictures on the page, joining with pauses and answering questions on what they have just learned or heard.

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Achievement Strong standard

All children persevere during activities, such as when tapping pins into shapes on cork boards or squeezing pipettes to suck up water. They are confident to approach their peers to ask for help and to work alongside each other to achieve a goal. Children with special educational needs and/or disabilities benefit widely from individual support that consistently reduces the barriers to learning that they face. All children, including children who face barriers to learning, make significant progress in their learning.

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Behaviour, attitudes and establishing routines Strong standard

Children consistently demonstrate positive behaviour and high levels of kindness and cooperation towards one another and adults. Leaders and staff have established a calm, nurturing and inclusive environment where expectations for behaviour and routines are consistently demonstrated, understood and embedded across the setting. As a result, children feel safe, secure and confident within the daily routines.

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Behaviour, attitudes and establishing routines Strong standard

Children form warm and trusting relationships with staff and their peers. Staff support children effectively to recognise and manage their emotions, helping them to understand feelings and develop positive social skills. For example, children enthusiastically take part in activities where they help each other to match 'animals' with their correct homes. This shows kindness to one another and promotes children's self-esteem and sense of belonging in the nursery community effectively.

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Behaviour, attitudes and establishing routines Strong standard

Children develop a solid sense of community and belonging through meaningful experiences with the wider community, for example taking part in community fundraising activities and participating in events that include parents, grandparents and wider family members. These experiences help children develop empathy, respect for others and confidence in social situations beyond the setting. Children show positive attitudes to learning and engage enthusiastically in activities with curiosity and persistence. They listen attentively during group times, cooperate well with others and confidently follow instructions. Staff carefully consider children's individual needs and circumstances, particularly for children facing barriers to learning, and adapt routines and support strategies appropriately. Leaders work closely with families to promote regular attendance and consistency, helping children settle well, build confidence and be well prepared for their next stages in learning.

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Children's welfare and wellbeing Strong standard

Children develop a deep sense of wellbeing and belonging at the setting. Staff foster robust bonds with the children and are highly responsive to their needs. Staff and leaders consistently create a warm, welcoming environment where children feel safe, valued and able to thrive. Embedded and well-established routines give children a secure sense of security and help them feel confident and settled throughout the day. For example, children begin their day with a group session, where they greet adults and their peers. During this time, staff clearly introduce the activities available, encouraging children to make independent choices about what they would like to explore next. Staff provide consistent and meaningful opportunities for children to develop healthy and active lifestyles. They encourage independence in daily routines, such as washing hands before and after mealtimes.

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Children's welfare and wellbeing Strong standard

Children have access to a wide range of activities outside, including a growing area. These opportunities help to build children's experiences of the world around them.

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Children's welfare and wellbeing Strong standard

Parents mention that staff have been supportive to ensure a smooth transition when settling, have embraced children's cultural backgrounds and integrate them into everyday routines in a way that supports growth and development. Staff are very skilled at teaching the children to be resilient and always give things a go.

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Curriculum and teaching Strong standard

Leaders have developed an ambitious curriculum that fully prepares children in all areas of development for their next steps. Staff prioritise getting to know children through a robust settling-in process. As a result, they make accurate assessments of children's starting points. Staff use this knowledge to implement unique plans that support children's development effectively. They make timely adjustments so all children can access the curriculum. Leaders are highly evaluative and consistently reflect on how they can further improve teaching and learning for all children.

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Curriculum and teaching Strong standard

The quality of interactions between staff and children is a particular strength of the setting. Staff engage purposefully with children. They respond to their ideas, narrate their play and introduce new concepts. For instance, when children make white sausages with dough, staff explain how in Germany they have real white sausages and you have to boil these sausages and fry them like we do here in England. Children are encouraged to explore, solve problems and develop their interests.

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Curriculum and teaching Strong standard

Staff embed mathematical language within daily routines and play with children from the earliest ages. For example, children share their creations and discuss the patterns they make with staff at the 'tapping hammers' table. Leaders place a great emphasis on children's personal, social and emotional development, recognising these as foundations for learning. Staff encourage children to be resilient and active, supporting them to develop their confidence and independence in their abilities.

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Inclusion Strong standard

Inclusion is a solid element of the setting. Children benefit from a highly inclusive environment where leaders and staff place children's individual needs, backgrounds and wellbeing at the centre of practice. Staff know children and their families very well and use this knowledge to identify barriers to learning at the earliest opportunity. Leaders and staff work collaboratively with parents, external professionals and agencies, including speech and language therapists, to ensure children receive timely and effective support. As a result, children with special educational needs and/or disabilities, disadvantaged children and those known, or previously known, to children's social care are supported well and make notable progress from their starting points.

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Inclusion Strong standard

Leaders and staff promptly assess emerging concerns and implement targeted interventions with advice from other professionals to support children's communication, emotional wellbeing and social development. Individual support plans are implemented and reviewed termly. After review, they are adapted effectively to meet children's changing needs. Staff confidently make reasonable adjustments, including the use of Makaton, to routines, environments, activities and teaching approaches, alongside learning goals, so that all children can participate fully alongside their peers.

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Inclusion Strong standard

Funding is used effectively to reduce gaps in learning and improve children's outcomes, including extending attendance and providing additional targeted experiences. Children are valued as individuals, develop a strong sense of belonging and thrive in this nurturing and inclusive environment.

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Leadership and governance Strong standard

Leaders demonstrate an ambitious vision for the setting. Since the previous inspection, they have embedded the curriculum and continually strengthened teaching through new initiatives. They take a highly strategic approach to improvement, recognising there is more to be developed to ensure the best possible outcomes and experiences for children. They are fully committed to giving every child the best possible start in life. This can be seen in the thoughtful decisions they make and in the inclusive environment they have created, where all children, staff and families are valued. Leaders recognise the importance of staff knowledge and wellbeing. All staff recently completed early language intervention training, which is having an impact on the clear progress of children's communication and language skills in the setting. During supervisions, leaders arrange targeted professional development opportunities, such as Makaton and mathematics training. This supports staff further in

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Leadership and governance Strong standard

enhancing opportunities for children so they achieve the best possible outcomes. Staff morale has been strengthened since moving back into their new premises.

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Leadership and governance Strong standard

Parents and carers are an integral part of the setting's community. Leaders build warm and trusting relationships from the start. Families receive regular updates through newsletters, emails, leaflets, an online app and daily conversations. This ensures that they feel well informed about any changes or events at the setting and are included in their children's learning and development journey. Leaders take actions that are in the best interests of children.

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

Children arrive eager to start their day. Children are greeted by the manager at the gate and staff team once in the setting. Staff offer cuddles of reassurance and kind words. All children explore the environment with curiosity and enthusiasm. They are engrossed in high-quality activities that greatly support their learning and development. Children test ideas, solve problems and enjoy activities that build their independence, such as pouring water, transporting materials or arranging natural objects they find outdoors in the mud kitchen. Older children thoroughly enjoy making lily pads with dough. They work with staff and use various colours to enhance their designs. Staff talk with children about what they have made and how they made it. This helps to build on children's imagination and language development.

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

Children are extremely well prepared for their next steps in learning. All ages of children gain valuable independence skills. This prepares them well for transitions between other settings and school. Children develop independence and resilience, as staff encourage children to always try first before asking for help. All ages of children play outside in all weathers, allowing them to decide where they wish to learn. Staff are deployed well to ensure that all areas of the nursery are available and safe for children to explore and learn in.

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

All children show they feel valued as they play. They eagerly show staff their work, which is greeted by the same enthusiasm and positive reinforcement. This builds further on children's self-esteem and their confidence. Children apologise to each other when they bump into peers as they move around the setting. They also help each other find the correct homes for the right 'animal'. This builds on the respect staff teach children.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of all children, including those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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Address:

Roundwood Primary School Main Street, Tingewick Buckingham MK18 4NL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tingewick Pre-School Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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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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About this inspection

The inspector spoke with staff, leaders, parents and carers 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.

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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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