Growing Tiny Minds

Inspection of Growing Tiny Minds 29 Hadrians Drive, Bancroft, Milton Keynes MK13 0QB

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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

Staff plan a curriculum with specific and inclusive intentions for children's learning. Consequently, it meets the needs of all children well, and all are making good progress. Staff carefully consider how they implement the curriculum, including the arrangement of resources in the room. To ensure that there is suitable access for wheelchair users and to support children with visual impairments, the equipment and room layout are familiar and predictable. Furthermore, staff must pack away all equipment at the end of the pre-school day. Despite these challenges, staff ensure that activities are well displayed, enticing and varied for children, promoting their concentration, independence and ability to make choices.

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The provision is good

Staff ensure that there are quiet times during the session where they sit and talk with children. They encourage children, sing songs and support children who are not yet talking using visual prompts and sign language. These are valuable times where children talk and communicate to adults who listen. As a result, all children find their voice and express themselves effectively at the pre-school.

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The provision is good

Staff encourage children to make choices and to be independent. Children get along together, share resources and behave well. The pre-school is a warm and welcoming environment where children form close relationships with the staff who care for them and develop into confident individuals.

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need to do better?

n Staff ensure that the curriculum evolves to meet children needs. They recognise that children will sometimes want to play differently according to their gender. As a result, they plan high-energy, physical play coupled with quieter mindful activities to ensure that children have suitable ways to expel excess energy and play in the ways that they prefer. n Support for less qualified staff encourages them to take an active role in planning the curriculum and implementing it well. Through assigned roles and tasks, staff take responsibility for thinking about creative ways to ensure that all children can access the curriculum relevant to their needs and abilities. n Activities that promote and encourage children's mindfulness, such as stretching and breathing exercises, encourage children to unwind and relax in readiness for eating their lunch. Children enjoy the experience and calming effects of quiet,

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need to do better?

thoughtful times, where they learn about how their breathing affects their bodies and emotions. n Although there is strong emphasis on supporting children with special educational needs and/or disabilities (SEND), on occasion, changes to the daily routine can be unsettling for some children. Sometimes, during group times, children find ways to regulate their feelings and behaviour, such as by going out

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need to do better?

7 October 2024 into the garden. Although staff follow them, they do not always adapt the activities to ensure that children do not miss out or remind them that going outdoors needs to be agreed with adults. n Staff recognise the importance of healthy eating and ensuring that children have balanced snacks. As a result, when children arrive at the pre-school, they eat breakfast to help fuel their bodies in readiness for playing and learning. Staff help children to learn about making healthy choices for eating and drinking. n Parents appreciate the extensive information that staff share regarding children's learning and progress. Parents say that staff are approachable and friendly. The home visits that staff carry out prior to children starting at the pre-school help to reassure parents. Staff get to know children and learn about their family life so they can support them from the very start. n Staff undertake mandatory training. Supervision for staff is good and has a

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need to do better?

positive effect on their well-being. However, staff do not have specific training to know how they can support children with SEND when they are waiting for external support and assessments. This leads to staff not always feeling confident in advancing children's progress during this time. n The committee members who lead the pre-school are professional and knowledgeable about their roles. The enthusiasm and dedication of managers motivate the staff team effectively. Their kind, caring and compassionate approach ensures that all children enjoy coming to pre-school and make significant gains in their development.

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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 encourage more ways for children to adjust to changes in the daily routine and find appropriate ways to regulate their feelings and behaviour n develop more targeted professional development to support staff's confidence in expanding on children's learning.

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Setting details

Unique reference number 2788767 Local authority Milton Keynes Inspection number 10356953 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 30 Number of children on roll 33 Name of registered person Growing Tiny Minds

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reference number

Telephone number 07895 529477 Date of previous inspection Not applicable

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Information about this early years setting

Growing Tiny Minds registered in 2024 and operates from the meeting place in Bancroft, Milton Keynes. The pre-school employs seven members of childcare staff. Of these, four hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday, during term time only. Sessions are from 9am until 12 noon and from 12 noon until 3pm.

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Inspection activities

n The inspector discussed the intent of the curriculum and observed its implementation during activities, indoors and outdoors, and assessed the impact this has on children's learning. n A joint observation was carried out and discussed with the manager. n During the inspection, the inspector held a meeting with the manager and spoke to a committee member on the telephone. She looked at relevant documentation, such as evidence of the suitability of staff working in the pre- school. n The inspector spoke with staff and children at suitable times throughout the inspection. n Parents were invited to share their views with the inspector. Several parents discussed their views during the inspection and the inspector took account of all feedback received.

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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

7 October 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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