Young Tots Nursery

Inspection of Young Tots Nursery Limekiln Way, Off Greetwell Road, Lincoln, Lincs LN2 4US

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Overall effectiveness Good

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

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The provision is good

Children are supported to develop their communication and language skills. For example, in the toddler room, staff sing nursery rhymes with children. In the pre- school room, children sit well, listen and take turns in conversations during group times. This helps them to learn skills for their move on to school.

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The provision is good

Children are supported by staff to feel safe and secure, especially when they are new to the nursery. For instance, staff spend time with new children, offering them comfort and reassurance. They distract children when they become upset, for example by showing them books or taking them to play in the garden. These strategies help children to settle. Children show positive relationships with staff. When they initiate play, staff are quick to follow their lead. This includes playing peekaboo with children in the toddler room when they look under tables. Children laugh with staff, anticipating when they will see them. Children show an understanding of strategies that are implemented by staff to help them manage their behaviour, such as when children struggle to share toys. Staff ask children what they need to get and they reply 'a sand timer'. They use this as a visual prompt to help them understand how long they have to play with a toy before they

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need to do better?

n The management team and staff implement a curriculum that is sequenced to help children progress in their learning. This includes supporting children to be independent. For example, staff give children in the toddler room small jugs to pour their own drinks. In the pre-school room, staff ask children to use knives safely to spread butter on their toast. n Staff help children to learn about their feelings and emotions. For example, they ask them how they are feeling and why they feel this way during a self- registration. Children say that they feel excited to go on holiday. Staff read stories to children to help them make connections between colours and feelings, such as yellow for happy and blue for sad. n Staff help children to understand how they can keep themselves safe. For example, they talk to children about standing still and remaining calm if bees come near them. Staff arrange for police officers to visit the children to discuss

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need to do better?

the importance of wearing their seat belts when they travel in cars. n Staff offer children a range of nutritious snacks and drinks to help promote healthy eating. However, staff in the toddler room do not help children to routinely learn about handwashing and the importance of good hygiene practices to help prevent the spread of infection. n Staff help children to develop a love of books. In the toddler room, staff ask children to lift flaps on the pages when they read stories. Children in the pre-

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need to do better?

8 April 2024 school room are asked to remember and talk about what happens in their favourite stories. n Early intervention for children with special educational needs and/or disabilities helps them to progress in their development. For example, staff work with other professionals and parents to identify individual strategies to meet children's specific needs. n The management team supports staff well. Managers work alongside staff and discuss their interactions with children to help them to reflect on their practice. Staff attend training courses to help extend their knowledge of how to support children's learning. This includes building on their understanding of how to support very young children with their sensory development. n Staff teach children about the world around them. For example, when children in the toddler room see a spider in the garden, staff use descriptive words, such as 'crawling', to help children understand what the spider is doing. This helps to

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need to do better?

build on children's developing vocabulary. However, staff do not support children to learn about their own and others' backgrounds and cultures. This will help children to reflect on differences and to understand what makes them unique. n Staff implement rules and boundaries in the nursery and children know these. For example, when staff ask children what they need to do when they play under the canopy outdoors, children say that they need to use their 'walking feet' because they might fall over and bump their heads.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n support staff in the toddler room to provide children with consistent opportunities to wash their hands to help prevent the spread of infection n help staff to support children to understand their own and others' backgrounds and cultures, to help them to reflect on their differences and understand what makes them unique.

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Setting details

Unique reference number 253704 Local authority Lincolnshire Inspection number 10335642 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 42 Number of children on roll 37 Name of registered person Young Tots Nursery Partnership

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reference number

Telephone number 01522 568468 Date of previous inspection 22 June 2018

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Information about this early years setting

Young Tots Nursery registered in 1992 and is based in Lincoln. The nursery employs seven members of childcare staff. Of these, five hold appropriate early years qualifications at level 3, one holds a qualification at level 4, and one holds a qualification at level 5. The nursery is open from Monday to Friday, all year round, except for one week in August and at Christmas. Sessions are from 8am to 5pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the nursery received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the nursery. n The manager, deputy manager and inspector had a learning walk together of all areas of the nursery and discussed how the manager implements the curriculum. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact on children's learning. n Children spoke to the inspector during the inspection. n The inspector spoke with staff at appropriate times throughout the inspection. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the joint managers and deputy manager. She reviewed relevant documentation and evidence of the suitability of staff working in the nursery. n Parents shared their views of the nursery with the inspector.

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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

8 April 2024 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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