Dinotots Cramlington

Inspection of Dinotots Cramlington The Nursery, Dewley, Cramlington, Northumberland NE23 6DT

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

Leadership and management are ineffective. Leaders have not identified key weaknesses in the nursery and have not taken enough action to improve standards when concerns have been raised. The poor management of challenging behaviours in the nursery creates a chaotic and disorderly environment where children's well- being is not safeguarded effectively.

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The provision is inadequate

Although staff do interact positively with children, they have not received enough training and support to understand how to implement the aims of the provider's intended curriculum. The curriculum ambitions are too generalised, and do not reflect the individual needs and unique contexts of the children who attend. Staff are developing their skills in planning for children's learning, however, the current weaknesses in this area mean that children are disengaged and they do not develop positive attitudes to learning. Furthermore, children do not receive enough support or preparation to ready them for the transition to school, meaning they are underprepared for the next step in their education.

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The provision is inadequate

The setting has experienced some recent challenges relating to retention and recruitment of management. Leaders are in the process of recruiting a new manager as they understand the importance of finding a suitable person for this role.

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need to do better?

n Staff do not understand the aims of the curriculum and as such do not know how to support the developmental progress of individual children. Although staff plan some activities, they do not consider how the activities develop children's knowledge and skills across all areas of learning. For instance, staff arrange for an ambulance to visit the setting, but do not plan for how this will support children's development, nor do they prepare children for this experience. As a result, some children lack confidence in participating, and the activity is ineffective in supporting important knowledge and skills. n Staff are not provided with appropriate guidance or support to help them provide high-quality experiences for children. As a result, children do not learn to develop positive social skills. For instance, lunchtime is poorly managed and is a chaotic experience for children. The behaviour of older children is poor as they

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need to do better?

shout, kick tables and bang cutlery. Staff do not help children to learn why this behaviour is unacceptable. As the poor behaviour continues, this has a particular impact on babies, who become distressed by the experience and throw their food on the floor. n Furthermore, staff do not consider children's individual abilities and needs when planning activities. For example, a play tray of compost is provided for toddlers

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need to do better?

10 June 2025 to explore directly next to a play tray containing cereal which they are allowed to eat. Staff have not considered how to minimise the risk of children mixing these resources, such as when picking up and eating cereal without firstly washing their hands. As a result, children are not learning how to keep themselves safe and healthy. n Staff have not been provided with enough training to understand how to respond confidently and effectively to challenging behaviours. As a result, poor behaviours escalate further. For instance, children flip tables without any response from staff. Leaders state that there is a particular challenge in relation to biting, however, when children attempt to bite their peers, staff do not engage any strategies to manage this behaviour. This means that children continue to display unwanted behaviours and are not being prepared for the behavioural expectations for when they move to school. The poor behaviours in

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need to do better?

the setting have a particular impact on the quieter and the most vulnerable children, including those who have special educational needs and/or disabilities (SEND). n Leaders have not evaluated the provision from the perspective of a baby or child. As a result, they have not identified distractions within the setting that have an impact on children's attention and listening skills. For instance, radios are used to communicate across the nursery and these crackle and project staff's dialogue at high volume. This can be startling and impacts on concentration, particularly for the youngest children. n During the inspection, it was identified that the provider has not contacted Ofsted to notify key information regarding their registration. This has been discussed with leaders as being a requirement of their registration, and as a result, leaders' understanding of this requirement has improved. n Staff in the baby room have considered ways to support babies' early

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need to do better?

communication skills. Babies benefit from some attentive interactions from staff, including singing rhymes and exploring instruments. n Staff liaise with outside agencies in order to provide support for children who have SEND. They follow support plans for these children and ensure that agreed strategies are in place, for example using visual tools to support children to develop independence and communication skills. n Staff have implemented some clear routines for babies to support them in developing independence. For example, at tidy-up time, they help to pick up items and put them in the right place, showing pride when they achieve this.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

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

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Due date

improve the curriculum and planning across the nursery, to ensure staff provide challenging experiences for children which help them to make good progress 08/07/2025

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Due date

improve the arrangements for the supervision of staff in order to provide support, coaching, and training which promotes the interests of children, including in relation to risk assessments 24/06/2025

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Due date

upskill staff with strategies to understand and manage unwanted behaviours, and promote positive behaviours and attitudes in the nursery. 24/06/2025

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should:

n consider how to minimise distractions across the setting so children have every opportunity to concentrate and focus on their learning.

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Setting details

Unique reference number 2758800 Local authority Northumberland Inspection number 10403031 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 75 Number of children on roll 87 Name of registered person Dinotots Cramlington Ltd

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reference number

Telephone number 01670363650 Date of previous inspection Not applicable

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Information about this early years setting

Dinotots Cramlington registered in 2023 and is located in Cramlington, Northumberland. The setting employs 11 members of childcare staff. Of these, nine hold appropriate early years qualifications. The setting is open from 7.30am to 6pm Monday to Thursday, and 8am to 5.30pm on Friday, all year round. The setting offers the government-funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The area manager and the inspector completed a learning walk together of all areas of the nursery 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 and took account of their views. n The inspector spoke with the directors and the area manager 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 and the area manager carried out a joint observation of an activity

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Inspection activities

in the baby room. n Parents and carers shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n Leaders provided the inspector with complaint records on request.

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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

10 June 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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