Tippytoes Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Kind and nurturing staff form good relationships with the children. Staff rock babies to sleep with care when they need it. Toddlers look for staff to help them put on their coats when they need assistance.

Older children are aware that staff are there to support them, such as providing them with reassurance, a cuddle and a discussion on how they feel if required. Children are safe and secure.Children with special educational needs and/or disabilities (SEND) do not always receive consistent support or supervision.

Many children, at times, wander around, disengaged for long periods. Staff do not consistently manage childre...n's behaviour effectively. While pre-school children's behaviour is generally well managed, staff do not always support toddlers to learn the impact their actions may have on others.

Leaders and staff have started to develop an ambitious curriculum, although this is not consistent throughout the nursery, and not all children receive the same experiences. Staff do not always plan and implement activities to support the learning of toddlers effectively. Leaders have reflected on the organisation of routine transitions since the last inspection.

There is now less disruption to the toddler room, and children have opportunities to engage in play and learning without disturbances and distractions, helping to provide them with some positive impacts on their learning.

What does the early years setting do well and what does it need to do better?

Staff greet parents at the door and support children to transition successfully into the nursery during the main part of the day. This minimises disruption to the toddler room and allows children to engage in routine activities more successfully.

Children have a quiet area to rest and sleep. Those who do not require a sleep still have access to activities. Children learn and play in a calm environment.

Staff are aware of children with SEND and those who need extra help. They liaise with outside agencies for additional support and funding. However, many strategies that are in place are not used consistently to help these children build on what they already know and can do.

Additionally, staff do not always supervise children to help them engage successfully. When children do show interest in an activity, these opportunities are not quickly identified by staff, and children do not receive the support they need to take part. As such, they quickly leave an activity.

Children do not all make the progress of which they are capable.Children have daily opportunities to be physically active. Babies develop their early walking skills as they cruise around the low-level furniture.

Toddlers strengthen their small muscles for early writing when they manipulate play dough. Older children use the skills they have already learned to draw pictures and begin to form the letters of their names. Children develop their physical skills in a variety of ways.

Staff in the pre-school room are developing successful strategies to support those children who struggle to regulate their emotions and behaviour. Children mostly respond well to this. However, staff do not provide toddlers with consistent support to help them manage their behaviour.

For example, at times, toddlers push their friends and throw toys, which disrupts the group and unsettles some of the children. Staff often pick children up to diffuse the situation. Staff do not always use effective strategies to support these children to begin to understand the impact their actions may have on others.

Leaders and staff are beginning to develop a well-planned curriculum. Babies have access to a wide range of opportunities to practise their skills. They sit together at snack time and develop their social interactions with their friends and adults.

While some staff do create exciting activities for toddlers, like tipping and pouring in the water tray, they do not always supervise or implement some activities well enough. As such, many children are unaware of how to use the resources. For example, toddlers have the opportunity to use glue sticks and sequins to create artwork, but the purpose of the activity is not clear to children, and some put the items in their mouths.

The curriculum is not always fully inclusive. Staff do not consistently support the delivery of the curriculum to give all children the same opportunities and experiences.Parents say their children love to attend and that they know what their children are learning while at nursery.

They comment that staff are friendly and attentive. Families are well supported and valued.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and the staff team understand their roles and responsibilities to help keep children safe. They have a good understanding of the indicators of when a child may be at risk of harm. Staff have a good knowledge of how to report and record a concern.

They are aware of how and when to refer to outside agencies. Staff are aware of how to report a concern regarding a colleague should they need to. Leaders have a robust recruitment process to help ensure that all staff are suitable to work with children.

Leaders monitor ongoing suitability regularly.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date improve the support and supervision for children who have delays in their development, including those with SEND, to ensure they receive the help they need to make good progress in their learning and development 23/08/2023 improve behaviour management strategies, to consistently help children understand the impact their actions may have on others.23/08/2023 To further improve the quality of the early years provision, the provider should: continue to develop an inclusive curriculum that is coherently planned and sequenced, and implemented effectively, to focus on children's individual learning needs, especially those children in the toddler room.