KellyTots

Inspection of KellyTots Essington Community Centre, Hobnock Road, Essington WV11 2RF

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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 Good

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The provision is good

Staff create a calm, nurturing atmosphere, where children can feel safe, valued and well cared for. They build warm relationships with children, helping them to settle quickly and form secure attachments. Babies show confidence as they explore their surroundings, knowing familiar adults are close by. Older children develop a strong sense of belonging through the celebration of their voices such as when staff display their words and ideas around the room.

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The provision is good

Leaders have designed a curriculum that focuses on helping children become confident, independent learners who are ready for the next stage in their education. Staff place a strong emphasis on building children's language, confidence and social skills. They plan activities based on what children enjoy, using songs, stories and engaging play experiences that help them talk, listen and understand. Staff refresh activities throughout the day to motivate children.

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The provision is good

Staff support children effectively to understand expectations. Children behave well and show respect for others. Staff use songs, visual cues and calm language to support turn-taking and help children manage their emotions. Children learn to cooperate, wait their turn and support their friends, for example by helping during tidy-up time or offering toys to one another.

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need to do better?

n Leaders reflect honestly on what works well and what needs to improve. They have recently focused on strengthening planning across rooms to make sure activities match children's age and stage of development. While they provide training, carry out peer observations and gather feedback from staff, systems to monitor and evaluate practice are not yet consistent. This reduces leaders' ability to pinpoint where improvements are needed and raise the quality of teaching to the highest level across all rooms. n Leaders build strong relationships with families. Parents say staff are welcoming, approachable and keep them well informed about their child's care and routines. They value the regular updates and feel confident that staff understand and respond to their child's individual needs. n Staff use what they know about children to plan activities that reflect their interests and support their next steps. They observe children closely, talk to

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need to do better?

parents and work together to understand how each child is developing. This helps them adapt the curriculum so that children make steady progress. n Staff identify children who need extra help and put the right support in place. They work closely with parents and other professionals to understand children's needs and plan suitable strategies. This means children with special educational needs and/or disabilities (SEND) are included in all aspects of nursery life and

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need to do better?

16 July 2025 make progress from their individual starting points. n Leaders design the curriculum to support children's communication and language development successfully. Staff model language clearly such as labelling objects and action words. They ask open questions and encourage children to make choices such as choosing between foods or describing what they are creating in play. With younger children, staff focus on helping them understand and respond to simple words and phrases, using signs, repetition and visual prompts. Children build vocabulary, express their ideas and develop confidence in speaking. n Staff use mealtimes to promote social interaction, encourage good manners and model language. However, children sometimes wait for long periods with little to do, and staff do not consistently extend learning during these times. Staff occasionally offer refined sugary foods that do not align with healthy eating

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need to do better?

messages, which reduces the impact of wider teaching about making healthy choices. n Staff manage transitions between rooms with care and flexibility. They plan gradual transitions based on each child's individual needs, and allow flexibility to revisit previous rooms where needed. Staff help children to feel secure, build confidence and develop positive relationships in their new environment. n Leaders and staff provide a rich and varied outdoor environment, where children can explore, take safe risks, and be physically active. They set up spaces for climbing, balancing and imaginative play using natural resources. Children build confidence, develop coordination and learn to cooperate with others through shared play and problem-solving. n Leaders and staff plan a well-sequenced curriculum to help children learn to understand and manage their feelings. In the baby room, staff build secure attachments and model gentle, caring interactions. As children grow, staff help

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need to do better?

them name their feelings and manage these when they get upset. In pre-school, staff help children gain more independence to manage setbacks and show confidence in social situations such as performances to a small audience.

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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 extend monitoring and evaluation to identify all areas where staff need support, and use the information to inform planning for professional development n review and enhance mealtime routines to maximise learning opportunities and

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should:

16 July 2025 provide consistent messages about healthy eating.

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Setting details

Unique reference number 2595767 Local authority Staffordshire Inspection number 10406204 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 69 Number of children on roll 99 Name of registered person Kelly, Gillian

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reference number

Telephone number 07810691691 Date of previous inspection 20 October 2022

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Information about this early years setting

KellyTots registered in 2020 and is based in Essington. The nursery operates Monday to Friday, from 7.30am to 6pm, all year round, except for bank holidays. The nursery employs 17 members of childcare staff, all of whom hold appropriate early years qualifications at level 2 or above, including two at level 6. The nursery provides funded early education for all eligible children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The deputy manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children interacted with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator 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 with the deputy manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

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

16 July 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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