Dinky Dizzys

Inspection of Dinky Dizzys 130 Cross Gates Lane, Leeds LS15 7PH

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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 Not applicable

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The provision requires improvement

The provider does not ensure that the curriculum is effectively implemented. Some activities are not planned well enough to support children's learning. The provider has not addressed the weaknesses in teaching. This means staff do not consistently support children in their development through high-quality learning activities and effective teaching. Staff often ask questions that require a limited answer and do not challenge children's thinking. For example, they often ask children, 'What colour is it?' This does not help children to develop their critical thinking.

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The provision requires improvement

The provider does not ensure that staff robustly complete the progress check at age two. Information about children's learning and development is not consistently shared with parents. This means parents are not always well informed about their child's next steps. The key-person system is not fully effective in ensuring that staff support the most vulnerable children when their key person is not present. Staff are not able to support children as well as they could in their absence. This means some children may not make the progress of which they are capable.

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The provision requires improvement

That said, staff form warm, positive relationships with children, who are happy to see their key person and confidently separate from their parent or carer. They go to staff when they need support. Children snuggle with their key person as they look at a book together. Staff meet the care needs of children well. They ask children if they can change their nappy or help to blow their nose. Children demonstrate they feel safe and secure in their care. Staff support children to take turns as they play a game. Children enjoy playing together. Their behaviour is good.

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need to do better?

n The provider has considered what they want children to learn while at the nursery. However, this is not fully implemented in practice. Staff do not plan high-quality learning activities for children to engage with. They are not always clear on what they want children to learn from some of the activities they provide. This means children do not consistently benefit from activities that should meet their learning and development needs. n The quality of teaching is not yet consistently good. The provider does not support staff effectively to develop their teaching skills. As a result, there are inconsistencies in the quality of teaching. For example, story time has too many distractions, and staff talk over the member of staff reading the story. They ask questions as they serve snack while children are trying to listen to the story. This does not support children's listening skills. n Children develop good physical skills. The provider ensures that physical

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need to do better?

development is a priority. They have accessed training and developed the

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need to do better?

16 December 2024 provision for children to develop their physical skills. Staff have developed their knowledge and understanding of the importance of children developing their core strength. They provide opportunities for children to develop their small and large muscles. Staff plan movement sessions in the routines of the day. As a result, children are confident movers. n Children with special educational needs and/or disabilities (SEND) have suitable plans in place to support their developing needs. Staff plan clear targets and share these with parents. The provider attends meetings with outside agencies to ensure that children's individual needs are met. Additional funding is used effectively to offer children additional support. Children with SEND make good progress. n Staff complete the progress check at year two. However, the process is not robust enough. For example, staff do not consistently share the information with

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need to do better?

parents. They do not always record the date when the check is completed or ask parents to contribute their views. This means some parents are not as well informed about their child's learning and development as they could be. n Children enjoy looking at books independently. Staff provide a range of books to suit children's ages and stages of development. Younger children enjoy looking at board books and read aloud to themselves. They take delight in feeling the different textures in a touch and feel book. Children take their favourite books to an adult to share with them. They begin to develop a love of books and stories. n Staff know their key children well. However, when a child's key person is not present in the nursery, there are no systems in place to support these children. Staff are not as clear on how to support their individual needs or next steps. This means children sometimes do not engage in the activities as much as they

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need to do better?

could if their key person was there to support them. n Staff build positive relationships with parents and carers. They share daily updates with parents regarding care routines. However, staff do not consistently share information about children's learning and development or their next steps. This does not help parents to extend their child's learning at home.

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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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Due date

16 December 2024 ensure that all staff receive support, training and coaching opportunities to help raise the quality of teaching to at least a good level and help them understand how to implement the curriculum. 21/02/2025

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should:

n ensure that the progress check at year two is consistently shared with parents and that it is clearly recorded when the check is completed n develop the key-person system to ensure that staff continue to support children's learning and development when their primary key person is not available n further develop the partnership with parents so that staff consistently share how children are progressing in their learning and development and how parents can support their child's learning at home.

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Setting details

Unique reference number 2786851 Local authority Leeds Inspection number 10369564 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 27 Number of children on roll 30 Name of registered person Myland, Abigail

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reference number

Telephone number 07956968302 Date of previous inspection Not applicable

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Information about this early years setting

Dinky Dizzys registered in 2024. It is individually owned and is situated in Crossgates, Leeds. The nursery employs 10 members of childcare staff, five of whom have qualifications at level 3 or above, including one at level 6. The nursery is open from 7.30am to 6pm, Monday to Friday, all year round, except for the week between Christmas and New Year. The nursery provides funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this has on the children's learning. n The manager and the inspector carried out two joint observations during the day. n Parents and carers shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

16 December 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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