Tiptree Preschool Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children's learning needs are not consistently met because the quality of interactions between the staff and children is variable. Staff do not always pitch engaging learning at the right level, and some children become disengaged because they are not challenged.

This has a negative impact on their ability to learn. Although the manager is ambitious for the children and knows what they need to learn, this is not happening in practice. There are no clear strategies for managing older children's unwanted behaviour, so staff struggle to help children understand what is expected of them.

However, staff are kind and do try to ...manage behaviour in a caring and sensitive way. Younger children behave well and move around freely, exploring the environment. They make caterpillars in the creative area and enjoy working together around a table.

They respond well to adults, who support and encourage them. Children are happy and enjoy their time at the nursery. Staff greet them warmly as they arrive in the morning, helping them to make a settled start to the day as they select to play with the resources on offer, such as role-play toys and play dough.

They use magnifying glasses to look at leaves more closely and have a go at balancing on beams.

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

The manager and deputy have a vision for the nursery and know what they want children to achieve. However, they do not clearly share this with staff, so staff are not clear about how to implement this.

For example, staff do not consistently support children to develop their independence skills, so they do not learn to do things for themselves.Staff plan and offer some activities to support children's learning and development appropriately. For example, older children investigate which objects sink and float in water.

Children talk about what they are seeing and learn new vocabulary. Staff encourage children to squeeze and push play dough to strengthen the muscles in their hands and promote hand-eye-coordination. Staff's positive praise means children take pride in their achievements.

Staff act appropriately if they have concerns about a child's development. They observe and note what they are seeing and work with parents to request support from external agencies, such as paediatric assessments for identified children.The quality of teaching is variable.

Staff sometimes interrupt children's play or restrict them from accessing activities and resources of their own choosing. Older children flit between activities, which means they do not develop the concentration skills they need to engage in meaningful learning.Some staff use visual clues to help children understand what they would like them to do.

For example, they show them a nappy to indicate that it is nappy-changing time. This supports children to develop their understanding of what is happening, and they respond positively to what is being asked of them.Although staff provide a range of activities for children, the aims and purpose of activities are not well thought out.

This means children, especially those that are older, do not engage in learning consistently and become restless. Some unwanted behaviour goes unobserved, while some staff try to encourage positive behaviour. However, staff intervention is not always effective.

At times, children ignore requests to stop, and they become disruptive.Visits to an outdoor playground, with large climbing equipment, help children to develop their physical skills. Children explore the world around them, using their senses, on regular nature walks.

They talk about how the rain feels cold on their faces and look for birds flying in the sky.The nursery works with the local authority to access training, particularly around supporting children's communication and language skills. However, the impact of these staff development opportunities on children's learning outcomes is not yet clear.

The nursery works well with parents, who talk positively about information shared during handovers and parents' evenings. They say that staff keep them updated about what their children have been doing, their care routines, sickness and any accidents.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date fully develop and embed behaviour management strategies so expectations are consistent and explained to children 30/04/2024 enhance current methods of staff development to improve their practice and raise the quality of teaching to a consistently high level.30/04/2024 To further improve the quality of the early years provision, the provider should: promote children's independence to help them consistently do things for themselves.