Tees Valley Tots

Inspection of Tees Valley Tots Tees Valley Women's Centre, Upper Albion Street, MIDDLESBROUGH TS6 6XG

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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

This nursery provides a welcoming space where children feel safe and ready to learn. Staff greet them warmly, helping them to settle quickly and build trust. Familiar routines give children a sense of security, and they grow in confidence as they move through the day. Staff notice changes in mood or behaviour and respond with calm, sensitive support. Children feel valued and listened to. They begin to express their feelings with increasing independence.

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The provision is good

The curriculum is well planned and has clear aims. Children work towards 'shining star' targets that focus on communication, independence and social skills. Staff observe children at play and plan activities that help them to build on their learning, step by step. Children take part in a wide range of activities that spark curiosity and build their confidence. They enjoy their time at nursery. All children make good progress and achieve well.

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The provision is good

Staff model positive behaviours and good manners. For example, they encourage children to use 'walking feet', take turns and speak kindly to others. Children respond well to these reminders and begin to use them without prompting. Staff offer plenty of praise and encouragement, which helps children to build self-esteem and develop positive relationships.

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need to do better?

n Staff plan a wide range of activities that support children's development across all areas of learning. They use everyday play to build skills. For example, while toddlers play with dough, staff use simple, clear words such as 'pinch', 'prod' and 'poke' to help them to learn new words. Staff make learning fun. Children stay focused and join in with enthusiasm. n Babies explore their environment safely and with curiosity. Those learning to crawl and stand build strength and coordination, for example on soft-play equipment. They enjoy exploring the smell and texture of fruit and jelly. They squash and squeeze it between their fingers with clear enjoyment. Staff stay close and support their learning well. n All children are happy in their play and generally engage well. During whole- group times, such as story sessions, staff are skilled at including more confident children, who respond eagerly. However, younger or less confident children do

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need to do better?

not always receive the same level of attention. They are, occasionally, overlooked and not consistently supported to take part as fully as possible. n Children take pride in doing things for themselves. Staff set clear expectations and encourage independence throughout the day. They give simple, direct instructions, for example when it is time to tidy the room. Children respond with enthusiasm and are eager to help. This helps to build their sense of

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need to do better?

24 September 2025 responsibility. Children become increasingly capable and are proud of what they can do. n Staff support children's health well. For example, children get fresh air and exercise when they spend time outdoors every day. Staff encourage children to wash their hands and talk to them about healthy choices at mealtimes. These routines help children to stay active and to learn how to care for their bodies. n Leaders spend much of their time working directly with children. This hands-on approach helps to strengthen practice in the rooms where they are based. However, it limits their capacity to monitor the whole provision to identify and address minor weaknesses and support all staff as well as possible. For example, recent updates to procedures, such as food and nutrition arrangements, have not been communicated clearly across the team. This leads to occasional inconsistencies in practice. n Parents speak highly of the care their children receive. There is a clear two-way

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need to do better?

flow of information between home and nursery, for example through regular conversations at drop-off and pick-up and an online app. Staff invite parents to stay-and-play sessions. This helps to build a shared approach to supporting children's learning and strengthens the progress they make. n Professional development focuses on children's needs, and staff apply new knowledge in practice. For example, recent learning has strengthened their confidence in supporting children's language development. Children's progress has accelerated. More children are using full sentences, joining in conversations and expressing their needs clearly.

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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 refine how group activities are organised so that all children are consistently encouraged to join in and benefit from staff's good teaching at these times n build on leadership capacity to better support staff and practice across the nursery, so that good-quality care and learning are consistently embedded.

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Setting details

Unique reference number EY552306 Local authority Redcar and Cleveland Inspection number 10407369 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 31 Number of children on roll 53 Name of registered person Tees Valley Women's Centre

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reference number

Telephone number 07726 938468 Date of previous inspection 7 January 2020

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Information about this early years setting

Tees Valley Tots registered in 2017. The nursery employs 10 members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3 or above. The nursery operates from Monday to Friday for 51 weeks of the year. Opening hours are from 8am until 5.30pm. The nursery offers government-funded places and receives additional funding for disadvantaged children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. 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 manager and the inspector carried out a joint observation of an activity. n The inspector spoke to staff and children at appropriate times during the inspection. n The manager met with the inspector to discuss leadership of the setting. n The inspector viewed a sample of relevant documents, including evidence of the suitability checks carried out on staff. n Parents shared their views about the nursery and the inspector took account of their feedback.

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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

24 September 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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