Torpoint Teddies Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children enter the nursery happily and with confidence and are eager to explore the resources and toys that staff have set out for them. Staff greet the children warmly and are sensitive to their needs. For example, they settle two-year-old and pre-school children on cushions and mats with their comforters if they want to rest.

Staff provide gentle reminders for children about the expectations for their behaviour, although they do not help children to think and learn about their feelings and emotions or the reasons for the rules.Staff provide support for children who require additional help during one-to-one activities. However, s...taff do not plan how to give these children the extra attention and interaction needed throughout the rest of the day, to help them make more progress in their learning.

Overall, leaders and staff plan and provide a broad curriculum for children, taking account their interests and what they need to learn next. Babies and toddlers giggle happily when they explore different textures. Two-year-old children learn to put on their coat and boots to play outside and pre-school children persevere as they balance along beams.

At times, staff do not challenge and extend the learning of the older and more able children as effectively as they could.Leaders and staff have a robust understanding of risk and provide a safe and secure environment for the children. Leaders have reviewed their risk assessments and made adaptations to the premises and staffing arrangements to improve the supervision of children, including during mealtimes.

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

Staff assess children accurately and identify when children would benefit from additional support at an early stage. Although staff provide some extra help at planned times, these children do not receive much attention from staff throughout the rest of the day. Consequently, some children spend much of their time wandering around silently by themselves without support from staff, although they are contented.

Leaders have taken action to make improvements following the last inspection. For example, they have developed the planning and delivery of the curriculum to provide children with stimulating learning experiences.Staff are skilled at modelling language, including repeating what children say before responding and introducing new words.

For example, staff teach pre-school children that sick animals need to see a vet rather than a doctor. However, at times, staff do not support or encourage the two-year-old and pre-school children to speak using sentences when sharing their thoughts and ideas. Since the previous inspection, leaders are still in the process of developing the quality of staff's interactions, to extend children's communication and language development further.

Staff help children to understand how to behave. Children reminds their friends of the rules, such as not to kick each other and the need to use their 'listening ears'. However, staff do not support children to consider how they are feeling and what they could do differently next time, and to learn the consequences of their actions.

Staff are kind and caring and form warm relationships with the children. Children feel comfortable in staff's care and demonstrate friendly behaviours. For example, two-year-old children confidently announce their arrival by shouting 'hello!' to their friends and staff.

Staff are enthusiastic and playful, which helps to build children's confidence to take part and try new things. With some initial encouragement, babies explore bubbles excitedly and copy staff when they clap to celebrate the children's achievements. Two-year-old children rush excitedly to join group activities after they have had their nappy changed so they do not miss out.

At times, staff do not challenge the older and more able children as effectively as they could, to extend their learning further.Partnerships with parents are effective. Staff share information with parents about their children's care and learning and support the parents to continue some activities at home, such as reading to children.

Parents speak positively about the relationships that staff form with the children and of the care their children receive.Staff are skilled at settling children when they are new or if they become upset. They offer children cuddles and use toys, favourite books and songs to distract them.

Leaders and staff have a secure knowledge of safeguarding. They know how to identify concerns about children or staff's conduct and understand how to report their concerns to senior staff and outside agencies.

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 provide more targeted support for children who require additional help, to engage them and develop their knowledge and skills more consistently.03/05/2024 To further improve the quality of the early years provision, the provider should: continue to support staff to develop the quality of staff's interactions with two-year-old and pre-school children, to extend their speech and language development review strategies used by staff to help children to understand the rules and to support them to recognise and manage their feelings and behaviour monitor the planning of the curriculum to support staff to challenge every child and meet their individual learning needs during adult-led activities.