Top Of The Tots

Inspection of Top Of The Tots 3 Grange Road West, Jarrow NE32 3JA

p.1

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

The standards of care and the quality of education have declined in this setting since the last inspection. Leaders have failed to make and sustain improvements. They have not addressed all of the actions set at the previous inspection. Leaders do not have sufficient understanding of the day-to-day operation of the setting and are unable to evaluate and monitor the overall quality of practice. They do not ensure that the safeguarding and welfare requirements are met at all times. This includes ensuring that staff follow risk assessment procedures.

p.2

The provision is inadequate

Although leaders have some understanding of the curriculum that they wish to provide, this is not consistently planned for or implemented across the setting. Furthermore, staff are not deployed effectively, and routines and transitional times are poorly managed. As a result, many children do not receive enough attention or support from staff. This limits the progress children make and impacts on how well prepared they are for the next stage of their education. Staff do not teach children to develop positive behaviours and attitudes to learning. They do not respond when children display behaviours that require support. As a result, children do not learn how to develop positive behaviours and social skills, meaning they are underprepared for behavioural expectations as they move on from the setting and move into school.

p.2

The provision is inadequate

That said, children appear settled and show they feel safe and secure. For instance, they cuddle with familiar staff when they are tired or poorly. Staff respond positively to children when they show they want to read a story and spend time reading to them. Children enjoy sensory activities, such as exploring water and sand outside.

p.2

need to do better?

n Leaders do not ensure that the policy in relation to mobile phones is followed by all staff. Both managers use their personal mobile devices to take photos of children to upload to an online platform for parents. Although they state that these photos are deleted from their devices, this practice goes against the setting's policy. Furthermore, staff, including managers, are not vigilant in following the required procedure to store personal belongings, including mobile phones, in the nursery office. This lack of vigilance demonstrates that safeguarding procedures, intended to keep children safe, are not being thoroughly implemented. n Recruitment procedures are weak, meaning that qualifications are not verified or recorded. Leaders do not know what, if any, qualifications staff hold. In addition to the lack of staff qualification verification, leaders do not record evidence that enhanced criminal records checks have been made for all staff. Leaders do not

p.2

need to do better?

3 April 2025 consider the impact of this on the quality of provision and care that children receive. n There is not a robust approach to staff training and induction procedures and, as a result, staff do not understand how to fulfil their role effectively. For instance, not all staff have completed safeguarding training and do not understand their role in safeguarding children. Risk assessment procedures for staff who lone- work on the school run have not been implemented by leaders. Leaders have also failed to ensure that children are always in the care of staff who hold mandatory paediatric first-aid training. Furthermore, when staff are concerned about the welfare of children, communication across the team and with parents is poor. As a result, staff are unsure about the next steps that need to be taken to support children's welfare. n The setting is poorly organised. Leaders do not ensure that staff deployment is

p.2

need to do better?

effective. For example, staff spend long periods of time preparing the outside area for use. As a result, one member of staff is responsible for all the children in the downstairs area of the setting, and many children do not receive enough interaction. This means they wander around the room with nothing to do, or lie down on the floor for long periods without any support to help them focus or engage in play. Furthermore, staff do not consider how to position themselves effectively in the room, and sit with their back to the majority of children. This means they cannot be assured of children's safety. n Hygiene practices do not consistently promote children's good health and personal development. For instance, toothbrushes are stored in a tub, with the bristles touching each other. Juice from the day before is not washed out of cups and is left in areas that are accessible to children. The nappy bin stored in the

p.3

need to do better?

baby sleep room is not emptied frequently enough and, as a result, there is an extremely strong odour in the room. When vomit is cleaned up, staff do not consider how to minimise cross-contamination in their cleaning practice. n When children are unwell in the setting, there is a lack of communication across the team. This means that there is a delay in contacting parents. Additionally, the risk of spreading infection is not minimised as children who are unwell are kept close to where children are eating their lunches. Furthermore, staff do not carry out thorough checks on children's condition, such as undertaking temperature checks. As a result, children do not receive enough care during times when they are unwell. n Leaders have not implemented rigorous procedures in relation to safety and risk assessments. As a result, staff do not identify risks and hazards in the setting. For instance, cables freely dangle down from storage units with items attached,

p.3

need to do better?

which present a risk of being pulled onto children. Outdoor equipment is rusty and poorly maintained. Dirty, broken items, both inside and outside, are not removed. Furthermore, staff do not consider how to ensure children are safe when eating. For instance, toddlers and young children eat items such as crisps while walking around the setting. n Staff do not consider the quality of experiences that they provide for children. For instance, although they provide nursery rhyme singing sessions and read books to support children's early language and literacy skills, these sessions are overly long and do not take into account the developmental stages of children.

p.3

need to do better?

3 April 2025 As a result of being expected to sit on the carpet for too long, children become bored and frustrated. They crawl away from the carpet area to find something else to do. n Staff do not support children to develop healthy attitudes to eating and drinking. For example, juice is provided for all children in sippy cups, which does not promote good oral health. Foods high in salt and saturated fats, such as sausage rolls and crisps, are given to children, including young toddlers. Staff do not consider whether these foods are suitable for very young children and do not pay enough regard to supporting children's healthy development. n Leaders have a vision for the curriculum that they intend to provide in this setting. They express that they aim for children to grow into happy, confident individuals who are ready when they move to school. However, the curriculum intent is not yet happening in practice. Not all staff are aware of what it is they

p.3

need to do better?

are supposed to be teaching or how the environment is intended to support children's development. Children do not receive enough support for them to make good progress in their development. That being said, staff working with babies have a more detailed understanding of the intended curriculum and describe a particular focus on supporting babies' language development. n A lack of clear planning and organisation means that children are not well supported in their development, including children who staff have identified as having special educational needs and/or disabilities (SEND). Additionally, the cluttered and poorly arranged environment means that children do not have enough opportunity to pursue their own interests with independence. n Transitional routines are poorly managed. Children are not given time or guidance to understand what is happening next. Children wait for long periods for enough tables to be provided at snack time. Staff do not know where

p.4

need to do better?

children's lunch boxes have been stored, leading to a delay in children receiving their midday meal. As a result, these periods are chaotic and children do not experience quality well-managed experiences throughout the day. n Staff are not vigilant in supporting children with their behaviour. For instance, they do not intervene when children do not come to the table for their lunch. They do not notice when children jump up and down on cultural musical instruments. When children race up and down the room pushing friends in toy pushchairs, staff do not help children to calm down and re-direct these behaviours. They do not teach turn taking or sharing behaviours. Staff encourage children to continuously blow bubbles into their drinks at snack time. As a result, children are not learning to develop the positive behaviours and social skills that are required when they move on to school. n Where staff interact with children in small groups or one-to-one, they show

p.4

need to do better?

warm relationships. In these situations there are some examples of quality conversations, including support for children's language and mathematical skills. For instance, when children ask for support to draw family members, staff encourage them to think about the different shapes and colours that are needed. Children enjoy these close interactions. n The staff provide experiences that enhance the children's understanding of their local community and help develop their physical skills. Regular trips into the local community include walks to the local playground and trips to the local shopping

p.4

need to do better?

3 April 2025 centre. Staff talk to children about the jobs people do and support them as they use large equipment to practise their climbing and balancing skills.

p.4

Safeguarding

The arrangements for safeguarding are not effective.

p.5

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

p.5

Due date

ensure that all members of staff receive the training they need to carry out their role effectively. This includes lone working, risk assessments, and responsibilities in relation to children's welfare 17/04/2025

p.5

Due date

ensure that there is always a person with a current paediatric first aid (PFA) certificate available, including when children are on outings such as the school run 17/04/2025

p.5

Due date

ensure that the deployment of staff meets the needs of all children and prioritises their safety as well as supporting their developmental, emotional and behavioural needs 17/04/2025

p.5

Due date

ensure that hygiene practices in the setting promote the good health of children, this includes in relation to the storage of toothbrushes and procedures for emptying nappy bins and cleaning bodily fluids 17/04/2025

p.5

Due date

3 April 2025 review procedures in relation to responding to children who are unwell, to ensure that this is handled smoothly and effectively, minimising the spread of infection to others, contacting parents / carers promptly and undertaking thorough checks on unwell children, such as temperature checks, to assess their condition 17/04/2025

p.5

Due date

implement and monitor rigorous risk assessments to ensure all potential hazards are identified, minimised and managed effectively, to keep areas safe for children, including at times when children are eating 17/04/2025

p.6

Due date

ensure that all relevant records and documentation are easily accessible and available to those who have a right or professional need to see them. This includes in relation to PFA certificates and DBS checks 17/04/2025

p.6

Due date

ensure that all members of staff are supported to deliver quality learning and development experiences for children which are appropriate to their developmental stages 07/05/2025

p.6

Due date

ensure that the food and drinks provided to children are healthy, nutritious and age-appropriate. 07/05/2025

p.6

Due date

improve staff awareness of the curriculum intent so that they fully understand how to implement a purposeful curriculum that promotes children's good development 07/05/2025

p.6

Due date

3 April 2025 ensure that all aspects of the provision, including the environment and the activities, are carefully planned and organised to meet the aims of the intended curriculum 07/05/2025

p.6

Due date

evaluate and refine the routines in the setting to ensure that transitions are smooth and children can understand and join in with what is happening at each stage of the day 07/05/2025

p.7

Due date

ensure that staff understand when and how to support children's behaviour so that children are supported to develop positive behaviours and attitudes. 07/05/2025

p.7

Setting details

Unique reference number 2772778 Local authority South Tyneside Inspection number 10395977 Type of provision Childcare on non-domestic premises

p.8

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

p.8

inspection

Total number of places 12 Number of children on roll 35 Name of registered person Top of the Tots Ltd

p.8

reference number

Telephone number 07523915281 Date of previous inspection 28 November 2024

p.8

Information about this early years setting

Top of the Tots registered in 2024. The nursery employs 10 members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 or above. The nursery opens from Monday to Friday, all year round. Sessions are from 8am until 6pm. The nursery offers the government-funded places for childcare and receives specific funding for disadvantaged children.

p.8

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n One of the managers completed a learning walk with the inspector and discussed the early years curriculum. n Children communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection. n The inspector spoke with leaders about the leadership and management of the setting. n Staff spoke to the inspector about how they support children with SEND. 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 group activity with the one of the managers. n Parents shared their views of the setting with the inspector. n The inspector looked at the relevant documentation that was available and reviewed evidence of the suitability of staff working in the nursery.

p.9

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.

p.9

Inspection activities

3 April 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.

p.9

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.10

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.10

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.10

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.10