Tiny Tots Preschool

Inspection of Tiny Tots Preschool St Michaels and All Angels Church, Enfield EN2 0QP

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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 Not applicable

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The provision is good

Leaders and staff have high expectations for all children and want them to have the best start to their education. They encourage children's positive attitudes to learning through interesting and fun activities. Children relish these experiences, which help them to become ready for future learning. For instance, children benefit from lots of opportunities to practise grasping and squeezing with their fingers, such as by playing with dough and using tweezers. This helps to develop the small muscles in their hands. Therefore, children develop their drawing and writing skills very well.

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The provision is good

There is a strong focus on supporting children's emotional well-being. For example, leaders are flexible about the hours and days that children attend, to help them settle and feel secure. Staff are attentive to children's needs and provide cuddles and reassurance when needed. This helps children to feel happy and safe at the pre-school. They are confident to play and interact with others.

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The provision is good

Staff are positive role models and support children's understanding of rules and boundaries well. Staff encourage children to use good manners and to listen to each other when they are talking. They praise children when they make good choices, such as sharing toys. This helps children to understand what is expected of them. They behave well and show good levels of self-control.

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need to do better?

n Staff know the children well. They gather detailed information from parents, to help establish what each child can already do when they join the preschool. Staff monitor children's development and plan appropriate next steps in their learning. They identify where children need additional help and provide targeted support. Leaders ensure that additional funding is used effectively, to enhance children's learning experiences. Children make good progress from their starting points. n In general, staff promote children's communication and language skills well. For example, they regularly share books with children and encourage conversations during play. However, staff are not always clear about the words that they want children to learn. Furthermore, they have not explored a broad range of ways to introduce new words. Therefore, children are not consistently exposed to a wide range of vocabulary. n Staff use the children's interests to help them plan the activities. This motivates

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need to do better?

children and promotes a love of learning. Children are purposeful during their play and show high levels of involvement. For example, they explore how shapes fit together as they build a road for their toy cars. n Children are well supported to develop their independence, in readiness for starting school. For instance, staff provide plenty of time and encouragement for

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need to do better?

22 May 2024 them to learn new skills, such as washing their hands and putting on their outdoor clothing. This helps to boost children's confidence in what they can do. n Staff teach children about diversity and different ways of life. For instance, they celebrate a range of festivals and cultural events with children throughout the year. Staff include traditions that are relevant to the children who attend the pre- school. This helps children to feel valued and to respect their similarities and differences. n Staff support children to lead healthy lifestyles. For instance, they provide healthy snacks and talk to children about the benefits of eating well. Parents say that this encourages children to make healthy choices about food at home. Children have daily opportunities to be active and to play outdoors. This helps to promote their physical health and well-being. n Leaders are ambitious and have a clear vision for the pre-school. They

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need to do better?

continually evaluate the provision, to identify where they can improve. For instance, in response to parent's views, leaders have reviewed how they share information about the daily activities. This helps parents to continue children's learning at home. n Staff say that they are well supported by leaders. This includes a thorough induction and regular supervision sessions. Staff regularly refresh mandatory training, so that they understand how to keep children safe. However, although staff have access to a wide range of training, leaders do not ensure that they embed what they have learnt into practice, to continuously develop teaching.

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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 help staff to enhance and develop the ways that they support children's language and communication skills n ensure that professional development is sharply focused, to help staff embed what they have learnt and continually build on their teaching skills.

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Setting details

Unique reference number 2670466 Local authority Enfield Inspection number 10339447 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 40 Number of children on roll 37 Name of registered person Louca, Melanie

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reference number

Telephone number 07513162409 Date of previous inspection Not applicable

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Information about this early years setting

Tiny Tots Preschool re-registered in January 2022. It is located within the London Borough of Enfield. The pre-school operates Monday to Friday term-time only, from 9am to 3pm. The provider employs seven staff to work with the children. Of these, six have childcare qualifications at level 6, level 3 or level 2. The pre-school offers funded early education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the provider has received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken this into account in their evaluation of the provider. n The manager showed the inspector around the childcare premises, she explained the curriculum and how the provision is organised. n The inspector observed the quality of the education and considered the impact on children's learning. This includes a joint observation with the manager. n The manager met with the inspector to discuss issues such as recruitment and staff supervision. She ensured that relevant documents were available for the inspector to view. n Parents, staff and children shared their views and experiences with the inspector at appropriate times during the inspection. The inspector also took account of parents' written feedback on the provision.

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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

22 May 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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