Ipstones Tiny Tots

Inspection of Ipstones Tiny Tots Millennium Play Pavilion, Church Lane, Ipstones, Stoke-on-Trent, Staffordshire ST10 2LD

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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 Outstanding

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The provision is good

Children play beautifully together, demonstrating secure friendships. For example, they imitate staff's language during play and work together to build an obstacle course. When they find useful resources, they call their peers over and work together to carry them back to the course. Children show creativity as they use a pretend drill to 'fix' the pieces together. Staff consistently praise children for their achievements, such as through wall displays that celebrate their efforts.

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The provision is good

Children enjoy looking at books. For example, young children sit happily turning the pages. Older children vote for which book they would like to listen to, promoting fair decision-making. Staff actively involve children in stories by encouraging them to think about what is happening. For instance, children notice the empty bowl, remembering that 'Goldilocks' ate all the porridge. Staff encourage children to talk about healthy food choices. For example, children recognise that fruit is healthy and chocolate is not. They understand that chocolate contains milk and where milk comes from. This shows children's growing awareness of the world around them.

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The provision is good

Staff assist children who need extra support in their speech and language skills. For example, they collaborate with external professionals to gain advice, use speech and language tools to identify any gaps and send home learning packs for parents and carers to build on children's communication skills at home. Funding is carefully allocated to resources, such as a 'light box' to promote small-group exploration. A 'quiet den' has been created as a safe space for children to regulate their emotions, fostering a sense of security.

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need to do better?

n Leaders prioritise staff well-being by regularly discussing workloads and addressing any challenges. They foster a supportive environment through initiatives like 'kind jars', which encourage staff to acknowledge and celebrate each other's strengths. n Committed to continuous improvement, leaders support staff development through various training courses, peer observations and supervision. This ensures that the quality of teaching and children's progress is regularly monitored. Passionate staff reflect on how training has positively enhanced their leadership and teaching skills, creating better outcomes for all. n Staff work well together, complementing each other's practice. However, at times, they are too quick to perform tasks that children can do themselves, such as pouring drinks or squeezing paint, which limits children's opportunities for developing independence. On other occasions, staff overlook how children

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need to do better?

respond to activities, missing opportunities to provide additional support. n Leaders actively engage the local community in the setting. For instance,

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need to do better?

21 February 2025 residents assisted with clearing the garden, while parents donated resources. Quiz nights at local venues help to raise funds for additional materials. As a result, the garden now provides more hands-on learning opportunities, such as growing and planting. Children are given the freedom to choose what they would like to grow and are encouraged to continue caring for their plants at home. n Parent feedback reflects a generally positive and supportive experience. However, there is room to further improve partnerships with parents to better strengthen children's outcomes, such as further supporting them to engage in their children's learning and provide feedback to contribute to the setting's ongoing development. n Staff have a thorough understanding of each child's personality, interests and developmental stage. They use this information to plan personalised learning. For instance, staff identify children who need extra support with balance and

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need to do better?

collaborate with external agencies to provide gym sessions to enhance coordination. They send home resources to further support and strengthen children's physical development. n Staff focus on developing children's communication and language skills, recognising the need for additional support in this area. For example, they encourage children to follow simple instructions, ask questions and reinforce language through repetition. Children's names and photos are used throughout the day to support name recognition. Older children practise clapping out syllables in their names, strengthening their early literacy skills. n Children are given opportunities to explore early mathematical concepts. For example, during lunchtime, staff encourage children to count the cups as they hand them out. They encourage children to recognise numbers and shapes in their environment, such as those on the windows. n Staff are well-informed about children's allergies and specific dietary needs. They

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need to do better?

can recognise symptoms and know how to respond appropriately in the case of an emergency. Staff ensure that any necessary medication is always easily accessible, even during outings.

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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 enhance the curriculum linked to personal development, ensuring staff provide the appropriate support to promote children's learning and foster their

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should:

21 February 2025 independence n find ways to further engage parents in their children's learning and gather feedback, strengthening partnerships and contributing to the setting's continuous improvement.

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Setting details

Unique reference number 218443 Local authority Staffordshire Inspection number 10375972 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 40 Number of children on roll 59 Name of registered person Ipstones Tiny Tots Committee

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reference number

Telephone number 01538 266000 Date of previous inspection 10 May 2019

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Information about this early years setting

Ipstones Tiny Tots was registered in 1975 and is located in Stoke-on-Trent. The setting employs 12 members of childcare staff. Of these, 11 hold appropriate early years qualifications from levels 3 to 6. The setting is open Monday to Friday, for 51 weeks. Sessions are from 7.30am until 6pm, providing funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager and the inspector completed a learning walk to discuss their intentions for children's learning. n The inspector conducted two joint observations: one with the manager and the other with the nominated individual. n The inspector held discussions with the nominated individual, manager, staff and children at appropriate times during the inspection. n The inspector observed the interactions between staff and children throughout the day and evaluated the impact on children's learning. n The inspector considered the views of parents by speaking with several and reviewing numerous feedback forms. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

21 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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