Little Tinkers Preschool

Inspection of Little Tinkers Preschool Charles Warren Academy, Simpson, Milton Keynes MK6 3AZ

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Overall effectiveness Outstanding

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

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The provision is outstanding

All children love attending Little Tinkers. They enter with smiles on their faces, and even the youngest children settle down to activities quickly. Children confidently self-register and put away their belongings independently. The strong values are brought alive in what the pre-school provides. It is a pre-school that helps children to be confident, creative, respectful and valued.

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The provision is outstanding

Leaders create a highly effective and ambitious curriculum. This is faultlessly communicated with staff who deliver sequenced learning with expertise. As a result of the rich experiences on offer to children, their attitudes to learning are consistently positive. Children are highly motivated and sustain concentration for extended periods of time. For example, children were captivated, fascinated and enthralled by the wonderful world of fairy tales. Exceptionally skilled staff are dedicated to delivering tailored care and learning, recognising the uniqueness of every child. Staff provide appropriate challenge for children who, in response, demonstrate perseverance to achieve new skills. This prepares them for future success and ensures all children make excellent progress in their learning.

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The provision is outstanding

Children's behaviour is impeccable. Staff are exemplary role models, showing respect to the children and each other. They use clear narratives and consistent, gentle reminders to fully embed pre-school rules. Children listen attentively. They respond with immense kindness when turn-taking and sharing. For example, when children declare they feel sad during circle time, children agree how they could change this, by giving their friend a cuddle. There are excellent arrangements in place to support children's emotional well-being. Staff are exceptionally skilled and expertly use highly effective methods to recognise children's positive actions and superb achievements. Children are proud of their own and their friends' accomplishments.

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need to do better?

n Early intervention ensures that children with special educational needs and/or disabilities, (SEND), or children in receipt of additional funding, have the targeted support that they need from the very start. Leaders go over and above to secure timely interventions and target support for individual children at the earliest opportunity. Working alongside families and professionals, leaders aim for all children to have the same opportunities. This contributes to the rapid and substantial progress that all children make over short periods of time. n The pre-school day is built around books, songs and rhymes. The enjoyment of reading and storytelling is a prominent feature of pre-school life. Children gravitate towards adults to listen to a story. They were often seen initiating storytelling by taking a book to an adult to share with them and their friends.

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need to do better?

4 February 2025 Staff draw on children's increasing vocabulary and knowledge of the language of stories. Children receive additional music and dance sessions, where they practise their growing knowledge and understanding of stories as they play with puppets and props. For example, children delight in acting out the stories of traditional tales. This helps children, including those who speak English as an additional language, to be confident communicators. n Leaders are extremely dedicated and knowledgeable. They have clear and ambitious plans for every child. They have a profound commitment to continuous reflection and work tirelessly with staff, and a range of professionals, with children being at the heart of everything they do. Staff unanimously say they feel exceptionally well supported. Leaders have an infectious desire to continually reflect with staff to improve practice and support their team and

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need to do better?

children. This has significant advantages for helping to keep children safe and for staff to build on their learning. n Families and their uniqueness are at the heart of this pre-school. Staff go above and beyond to provide tailored support, guidance and advice to parents and carers. They recognise and value the fundamental role they play in families' lives and the impact this has on children. Parents feel that staff are always on hand to provide advice and support. They value the resource packs they can borrow to support their children's varying developmental stages. In addition, parents benefit from regular, 'stay and play,' sessions which support them to learn about pre-school life, as well as online safety and dental hygiene. Highly effective partnership working promotes children's feelings of well-being. n Staff seize every opportunity to promote children's understanding of leading a healthy lifestyle. Staff promote healthy eating exceptionally well. For example,

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need to do better?

children move up the healthy eating lunch ladder celebrating when children present a healthy lunch box. This has had a really positive impact on children, as parents share with the inspector children's desire to bring in healthy lunch boxes to pre-school. As a result, children develop an excellent understanding of personal health. n Pre-school is a highly valued part of the community. Staff provide a wealth of opportunities for children to meet a range of people and talk about similarities and differences in the world. Children frequently visit a range of local attractions in the community to take part in activities that enthuse and inspire them. Staff celebrate the diversity and uniqueness of the children and their families. Children know what makes them special and how their lives and interests are different or the same as others. Children learn how they can contribute to the well-being of others, such as when they help one another and are polite and empathetic to

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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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Setting details

Unique reference number EY397284 Local authority Milton Keynes Inspection number 10376136 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 32 Number of children on roll 48 Name of registered person Little Tinkers Pre-school Partnership

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reference number

Telephone number 01908604978 Date of previous inspection 17 May 2019

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Information about this early years setting

Little Tinkers Pre-school was registered in 2007 and re-registered at Charles Warren Academy in 2009. It operates from a detached bungalow in the school grounds of Charles Warren Academy, in Simpson, Milton Keynes. The pre-school is open from 9am until 3pm each day during term time. The pre-school receives funding for the provision of free early education for children aged two, three and four years. The pre-school employs seven members of staff. The provider holds an appropriate early years qualification at level 6, four members of staff are qualified at level 3 and two at level 2.

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Inspection activities

n The inspector completed a learning walk with the manager, through all areas of the premises used by the children. n Parents shared their views through verbal and written feedback. The inspector took these views into account. n The inspector talked to the provider, manager and staff at appropriate times during the inspection and took account of their views. n The manager carried out a joint observation with the inspector. n The inspector looked at a sample of the documentation. This included evidence about suitability and qualification records.

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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

4 February 2025 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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