|Name||Tiddlywinks Day Nursery|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||19 September 2019|
|Address||Tiddlywinks Day Nursery, 108 High Road, Trimley St. Mary, FELIXSTOWE, Suffolk, IP11 0SU|
|Phone Number||01394 274130|
|Type||Childcare on Non-Domestic Premises, Full day care|
What is it like to attend this early years setting?
The provision is inadequate
Managers and staff have failed to act decisively to keep children safe. They do not carry out rigorous risk assessments to identify and manage hazards that could place children at risk of significant accident or injury within the nursery or when they are taken off the premises. The quality of teaching is variable. Staff do not consistently seek to join in children’s play to extend their learning. This has a negative impact on children’s engagement and concentration in some activities. At times, children wander around and do not engage in meaningful learning. Some staff do not make the most of routines, such as snack time, to promote babies’ language skills. Instead, they sit silently with children. However, where staff engage purposefully in children’s play, the teaching and learning is more successful. Older children happily sing songs and learn to communicate in different ways, such as using sign language. Staff encourage children to count pieces of play dough they have cut up, to help support children’s mathematical skills. Children build secure bonds with staff and good friendships with each other. They behave well, follow staff’s instructions and understand the rules and boundaries they must follow.
What does the early years setting do well and what does it need to do better?
nManagers have failed to identify and act to minimise risks to children. For example, they have not considered the risk of significant injury from trips or falls, when babies move between their base room and the outside play area. In addition, they have failed to identify and minimise the risk posed, to young children’s fingers, by the unsecured outer door.nThe managers have assessed some risks when taking children out of the nursery following a significant incident. However, there was no rigorous risk assessment completed, prior to the incident, to identify and minimise potential hazards to children.nThe managers do not provide training for new staff, as part of their induction, to help them to identify and minimise risk successfully. In addition, new and existing staff are not aware of the risk assessments appropriate to the room in which they work.nDespite being identified as a weakness at previous Ofsted inspections, the managers have not acted to implement an effective system of supervision sessions to support staff. Staff are not provided with targeted support to help them to address weaker aspects of their practice, such as their interactions with children.nStaff occasionally access training. However, this has little impact on the qualityand consistency of teaching. For instance, some staff ask children questions as they play, but these are not always focused on what children are interested in doing. Instead, they are more of a distraction to children’s concentration. At other times, some staff engage more successfully with children. They actively listen as children confidently share stories from home. They ask questions to extend children’s conversations to support their language skills.nDespite weaknesses in teaching, staff know the children well and consider their interests when planning learning opportunities. The managers have recently focused on improving the learning environment, taking account of children’s needs and interests. The changes have had a positive impact on children. For example, they are more confident to select resources and play with them imaginatively.nStaff use effective strategies to prepare children for changes in their day. Children are eager to help tidy away resources before lunch. They follow good hygiene routines. Older children know that they must wash their hands before eating. Staff encourage children to be independent. They support younger children to practise their self-care skills, such as wiping their nose and disposing of the tissue hygienically.nStaff complete assessments of what children know and can do. They share information with parents about their children’s development. Staff work closely with parents of children with special educational needs and/or disabilities to implement targeted plans to support their learning. This benefits children’s development in the nursery and at home.
The arrangements for safeguarding are not effective.Children’s safety at the nursery is not assured or prioritised. Managers and staff do not recognise all risks to children, or respond appropriately to minimise risks to keep them safe. The managers do not complete rigorous risk assessments or train staff to identify risks to children. Children are put at unnecessary risk of a significant accident or injury. Despite this, the nursery manager completes appropriate checks on staff to ensure their suitability to work with children. The managers understand their responsibility to report any child protection concerns to the appropriate agencies.
What does the setting need to do to improve?
To meet the requirements of the early years foundation stage and Childcare Register the provider must:Due datecomplete rigorous risk assessments that identify aspects of the environment that need to be checked on a regular basis, when and by whom those aspects will be checked, and how the risk will be removed or minimised17/10/2019ensure children are kept safe on outings and that all risks to children’s safety are identified and minimised or removed17/10/2019implement induction training to ensure it helps all staff to understand their roles and responsibilities, particularly with regard to assessing and minimising risk to children17/10/2019support staff to undertake appropriate training and professional development opportunities to help them to continually improve their skills and knowledge of how to provide children with good-quality learning experiences17/10/2019implement an effective system of supervision and support for staff that identifies weaker areas of staff practice and supports them to raise the quality of their teaching and interactions with children.17/10/2019