Tina's Tots

Inspection of Tina's Tots Tina's Tots, Butcher Lane, Rothwell, Leeds, Yorkshire LS26 0DB

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Inadequate

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The provision requires improvement

Since the last inspection, the provider has improved the balance of adult-led and child-initiated play. This means that, during free-play times, some children become deeply involved in their learning. For example, they work with their friends to build tracks to roll marbles down. They persevere and concentrate well. However, children who are less able spend a lot of time not engaged in any play. They approach activities they are interested in, but staff do not notice or support them to join in. As a result, some children do not make as much progress as they could.

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The provision requires improvement

Adult-led activities have a clearly defined structure. However, children's exploration is interrupted by staff moving them between the planned 'introduction', 'middle' and 'conclusion' phases of that structure. For example, some children are directed away from an introductory musical activity before they have had enough opportunity to develop their interest. Also, a craft activity is halted before children have finished. This does not support children to make the progress they are capable of.

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The provision requires improvement

Children enjoy good relationships with their key person. This gives them the confidence they need to explore their environment. The provider has recognised that, due to the ongoing impact of the pandemic, children who are new to the setting are finding it more difficult than usual to settle. To support this, settling-in processes are managed flexibly to meet the individual needs of each child.

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need to do better?

n The provider has a clear vision for what they want children to learn and be able to do. Staff use observation and assessment to understand what children know now and what they need to learn next. However, activities do not consistently meet these identified next steps in children's learning. n Staff interactions with children do not consistently extend children's thinking or introduce new ideas. For example, staff praise children who build with bricks but do not use the opportunity to talk about mathematical concepts or suggest different ways of building. When staff support children to feed the pet guinea pigs, they do not use the opportunity to teach children about caring for animals. This does not support children's developing understanding of the world around them. n Staff introduce new words through stories and songs and by labelling objects. For example, they name pretend food items such as carrots. Staff repeat

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need to do better?

children's spoken language, modelling correct pronunciation. However, some children who require additional support are rarely spoken to during their session. Children are not asked to remove their dummy, which obstructs their developing speech. The support for children's communication and language is inconsistent.

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need to do better?

12 April 2022 n Staff support children to develop their independence skills. They teach children to wash their hands before eating. Children confidently select their own cutlery and crockery at mealtimes. When they have finished eating, they scrape their leftovers off their plates. However, hygiene practices do not always promote the good health of children. For example, children use the cutlery they have had in their mouth to serve themselves from the serving dish. Dummy hygiene is also poor. This does not minimise the risk of the spread of infection. n Parents report that they receive good communication from the setting. Their child's key person tells them about their development and how parents can support this at home. The provider arranges regular opportunities for parents to come into the setting. This helps to develop good relationships between staff, children and their families. n Children make good progress in their physical development. They have daily

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need to do better?

access to fresh air and outdoor play. Older children skilfully manoeuvre tricycles across different surfaces and around obstacles. Babies climb over soft-play shapes and jump into a ball pool. They kick and throw the balls. This helps them to develop good coordination skills. n The provider has developed their induction and training process for new staff members. They have also developed their ongoing staff supervision arrangements. The provider has identified some next steps for staff's professional development and provided some training opportunities. However, they have not identified the weaknesses in the quality of staff's interactions with children. The provider has made some progress towards the actions raised at their last inspection, but has not fully met them all.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Since the last inspection, the provider has made significant improvements to their safeguarding arrangements. They have provided extensive child protection training to staff. They have improved their procedures for recording and reviewing the information they hold which might indicate a cause for concern about a child. Staff have a good knowledge and understanding of safeguarding issues. They know what to do if they have child protection concerns about a child or an adult who is working with children. Designated safeguarding leads are confident in sharing information with, and seeking advice from, local statutory children's services. Prompted by staff, children's good behaviour also promotes their safety. For example, they follow instructions to walk inside so they do not get hurt.

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Due date

12 April 2022 ensure adult-led activities do not prevent children from developing the characteristics of effective teaching and learning: playing and exploring, active learning and creating, and thinking critically 24/05/2022

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Due date

improve the consistency of the quality of teaching, for example staff's ability to extend children's learning and play through high-quality interactions and their ability to support children's communication and language development 24/05/2022

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Due date

implement good hygiene practices which reduce the risk of the spread of infection, with particular regard to children's dummies and children self- serving at mealtimes. 18/04/2022

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Setting details

Unique reference number 2524332 Local authority Leeds Inspection number 10214287 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 40 Number of children on roll 44 Name of registered person Tina's Tots Ltd

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reference number

Telephone number 0113 2880617 Date of previous inspection 18 October 2021

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Information about this early years setting

Tina's Tots registered in 2019 and operates in the Rothwell area of Leeds. The nursery opens Monday to Friday, all year round, excluding bank holidays. Sessions are from 7.30am until 6pm. The setting is in receipt of funding for the provision of free early education for two-, three- and four-year-old children. The nursery employs 12 members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3 or above, including the manager who has qualified teacher status.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke to/communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual, who is also the manager, about the leadership and management of the setting. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between staff and children. n The inspector carried out a joint observation of an adult-directed activity with

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Inspection activities

the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

12 April 2022 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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