 Worthy Down Pre-school & Nursery | sitemap | log in
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Tiger Tots Nursery Ofsted Report
Introduction
This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.
The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).
Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration.
Description of the setting
Tiger Tots Crèche was registered in 1990. It is managed by a committee of parents and volunteers under the leadership of the Commanding Officer of the Army School of Education at Worthy Down, near Winchester. It operates from the community youth centre and has a secure area attached for outside play.
The nursery is registered for 16 children aged from birth to three years old, but it is the policy of the crèche to take children from the age of 9 months. There are currently 17 children on roll, all of whom are in the early years age range. The nursery accepts children from the military base and surrounding areas. The nursery operates Monday to Thursday 8.15am to 3.15pm and Friday 8.15am to 12.45pm, during term-time only. The crèche currently employs six members of staff, five of whom have an appropriate early years qualification and one is currently undertaking a relevant training course. The nursery is registered on the Early Years Register. The overall effectiveness of the early years provision
Overall the quality of the provision is satisfactory.
Children are happy within the setting and engage in a good range of activities and play opportunities. Staff ensure children’s individual needs are met appropriately, with inclusion suitably promoted by staff. Partnership with parents and safeguarding are strengths within the setting. However, the provision for children’s learning and development is the main area for future improvement in order to improve the outcomes for children. Appropriate steps have been taken to address the recommendations raised at the last inspection.
What steps need to be taken to improve provision further?
The effectiveness of leadership and management of the early years provision
Children benefit from the good strategies in place to protect them from harm. Robust recruitment procedures ensure staff are suitable to work with children. Staff have a good understanding of the child protection policies and procedures in place. Regular risk assessment of the premises ensures risks are eliminated and children can play free from the risk of harm. Staff are vigilant in reducing hazards within the setting, such as promptly clearing water spillages to prevent the floor from becoming slippery.
Effective procedures promote children’s good health and reduce the spread of germs and infections. For example, staff use antibacterial gel on their hands after blowing children’s noses. Staff are attentive to children’s individual health needs, ensuring they receive appropriate care as required. An appropriate balance of staff is qualified in first aid and health documentation, such as accident records are completed in clear detail. During the warmer months, children are able to play and eat their snacks outside under an awning, which protects them from the sun. The setting uses resources appropriately to meet the needs of the children, with inclusive practice promoted by the staff. Staff are able to access additional training when available. They have an appropriate understanding of their role and responsibilities, which is promoted through the induction and appraisal procedures. However, during activities, the planning systems in place do not inform or guide staff to ensure they are highly effective in the delivery and promotion of children’s learning and development. Appropriate strategies are in place to support children for whom English is an additional language and children with special educational needs and/or disabilities. Suitable procedures are in place to ensure children receive support from external agencies when required. Children moving on to other settings are supported well, enabling them to experience a smooth transition from one setting to another. Partnership with parents is a strong aspect of the group. Parents talk highly of the provision, particularly about how staff welcome children, the range of activities available and that their children are happy attending. Good levels of information are shared with parents, ensuring they remain informed of their child’s time spent at the setting. Appropriate strategies are in place to evaluate the quality of provision. The nursery supervisor encourages parents to contribute ideas on how the nursery can improve. Although new in her role, she has made some changes to the practice within the group and has a clear insight into changes she would like to make over the future months. The quality and standards of the early years provision and outcomes for children
Most children enter the setting with ease, with good strategies in place to settle children quickly into their play on arrival. Staff effectively deploy themselves to support the children, playing with them at their level, whether sitting on small chairs or on the floor. As a result, children are gaining confidence within the setting. Children enter the welcoming environment whereby they enjoy a good range of accessible resources and play opportunities, such as role-play, singing, arts and crafts and opportunities to be physically active outdoors. Indoors children are able to move freely between one activity and another. Staff are aware of children’s interests and provide activities accordingly.
On joining the group, appropriate steps are in place to gather information relating to individual children’s needs and abilities. Although children enjoy the range of activities provided and make some progress across all areas of learning, staff do not consistently extend and challenge children through discussion and effective questioning techniques. As a result, they are not promoting individual children’s learning to their full potential. Staff have appropriate systems in place to observe and monitor children during play and activities, although children’s development records are not regularly updated in order to reflect accurately where children are within their development across all areas and aspects of learning. Children willingly participate in activities and enjoy the attention they receive. They play well because they benefit from the high ratios of staff and engage in the good variety of indoor and outdoor opportunities. Children show great pleasure when they have finished an activity, such as a painting, which is praised by staff, boosting their confidence and self-esteem. Children are able to spend extended periods exploring activities of their choosing, such as painting their hands and arms and feeling the texture of the paint on their skin. Staff adapt the routine of the day to enable children to finish their activities. During snack time, children are gaining independence by learning to pour their own drinks and enjoy a healthy range of food, such as fruit and yoghurts. They are beginning to follow good hygiene routines, for example, washing their hands before eating. During snack time, staff encourage children to use good manners, such as saying please and thank you. Daily opportunities for children to play outdoors enable them to benefit from healthy exercise, while developing their physical skills. Opportunities, such as learning to climb the slide steps, enable children to take risks and develop an awareness of danger.
Annex A: record of inspection judgements
The overall effectiveness of the early years provision
The effectiveness of leadership and management of the early years provision
The quality of the provision in the Early Years Foundation Stage
Outcomes for children in the Early Years Foundation Stage
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