Tiny Toes Pre-School

Inspection of Tiny Toes Pre-School English Martyrs Catholic Church, High Street, Rugby, Warwickshire CV21 4EE

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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 Good

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The provision is outstanding

All children thrive in this exceptional setting. Leaders and staff spend time getting to know children during an induction that focuses on their individual needs. Staff gather information from parents when children start attending, and they use this purposefully to plan for their learning. Children's interests and motivations underpin every activity and experience across the setting. This helps them to become highly engaged in learning and make choices in their play. Staff provide varied resources to spark children's interest and nurture their natural curiosity. For example, arrival of the post to the setting prompts a game of writing and posting letters. Children delight in using pens to mark make before putting their letters in envelopes, which they then deliver to staff in the role-play area. Children consistently invite staff into their play, and together they explore and investigate. This helps all children make

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The provision is outstanding

strong progress, and they achieve the best possible outcomes.

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The provision is outstanding

Children benefit greatly from exploring the large outdoor learning environment. Staff plan the rhythm of the day to ensure children can choose where they would like to spend their time. Children enjoy doing things for themselves. Even the youngest children are able to help with putting on their own outdoor play gear. Staff adopt a calm and unhurried approach as they offer just the right amount of support to each child. This encourages children to persevere with tricky tasks such as putting on their wellies. Staff celebrate children's success and achievements, which helps children to develop as confident individuals

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need to do better?

n The inspirational leadership team is highly effective and strives for excellence. It works closely with the staff team to mentor and strengthen its practice. Leaders complete regular observations of staff during their interactions with children and link this with training. Staff benefit from ongoing professional development to enhance their skills. Supervision sessions and appraisals are conducted routinely to monitor staff's progress and development. This contributes positively to staff commitment and motivation. n Leaders provide highly effective support for staff to develop their skill and knowledge of how to best support, extend and challenge children in their play. They develop a culture of reflection and evaluation. This helps the team to discuss openly how to support children's individual learning needs most effectively. n Staff support children's communication exceptionally well. They listen to what

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need to do better?

children have to say and engage in meaningful conversations with them. Children participate fully in small groups that offer targeted support to develop their listening and attention skills. Staff skilfully enable children to contribute purposefully during storytelling. Children delight in joining in with repetitive and

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need to do better?

13 May 2025 familiar rhyming words. n Staff carefully observe children's play and then extend their learning further through high-quality interactions. They maximise opportunities for children to develop and practise new skills. For instance, staff demonstrate to children how to use the sticky tape dispenser when they want to make a pair of binoculars. They offer just the right amount of instruction to build children's confidence. n Children are exceptionally well supported by staff to develop independence from a young age. Leaders carefully plan the learning environment to enable them to make decisions in their play. They wash their hands before and after food and confidently use safety knives to chop fruit at snack time. Children are exceptionally well prepared for the next stage of their learning. n Children thrive as staff enable them to develop their own thoughts and ideas in play. For example, they work collaboratively to organise some large construction

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need to do better?

resources to build a car wash. Staff observe play and then meaningfully extend children's knowledge and understanding through thoughtful interactions. For example, they help children to align guttering in order to ensure the water they are pouring can run freely into the container. n Staff consistently support children to develop their understanding of positive behaviour. They enable children to use practical strategies for sharing the resources on offer. For example, staff demonstrate how to use the sand timer to take turns when playing with the torch. Staff are excellent role models for respectful interactions. They notice and praise children when they demonstrate kindness to others. n Staff place emphasis on children's physical and emotional well-being. For example, they role model the language of thoughts and feelings and encourage children to do the same. Staff tune in and listen carefully when children share

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need to do better?

their emotions. Children learn about the importance of a healthy lifestyle. Staff talk with them during mealtimes about how different types of foods help their bodies grow. Children tell visitors that blueberries are really good for their brains. n Partnerships with parents are strong. Parents are extremely positive about the care and education their children receive. They describe how staff support not only their children but the whole family. Staff provide detailed face-to-face daily feedback and informative newsletters. They also write progress summaries each term that are followed by parent meetings to discuss children's learning and next steps. Staff provide tailored home learning ideas and activities. These positive relationships help children's consistency of learning.

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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 EY460745 Local authority Warwickshire Inspection number 10380651 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 Sessional day care

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inspection

Total number of places 30 Number of children on roll 35 Name of registered person Hall, Denise

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reference number

Telephone number 07876211946 Date of previous inspection 18 June 2019

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Information about this early years setting

Tiny Toes Pre-School registered in 2013. The pre-school employs six members of childcare staff, all of whom hold appropriate early years qualifications at levels 2 to 6. The pre-school opens Monday to Friday, from 9am to 3pm, during term time. The pre-school provides funded places for two-, three- and four-year-old children.

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Inspection activities

n The deputy manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at pre-school. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector spoke with the nominated individual and deputy manager about the leadership and management of the setting. n Staff spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a communication and language

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Inspection activities

activity with the deputy manager. n The inspector spoke to several parents during the inspection and took account of their views. 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

13 May 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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