Tip Top Day Nursery Moxley

Tip Top Day Nursery Moxley

Unique reference number (URN): 2752463 Address: Tip Top Day Nursery Moxley, 101a High Street, Moxley, West Midlands, WS10 8RT Type: Childcare on non-domestic premises Registered with Ofsted: 09/11/2023 Registers: EYR, CCR, VCR Registered person: Tiptop Childcare Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Staff have consistently high expectations for children's behaviour. Children develop positive attitudes to learning. They learn to take turns, share and be kind to their friends. Children behave well and play cooperatively together around the sandpit. They talk about their ideas and suggest things they can do together as they add cars to roll over the mounds of sand they have made. Staff praise children for making good choices. For example, when a group of children start to interrupt their friend's play and realise their friends do not like this, they decide to move away without needing to be prompted by staff. Staff praise children for making the right choice. This reinforces the behaviour expectations and shows that expectations for children's behaviour are embedded and have a positive impact on children.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work with parents to highlight the importance of regular attendance and how this helps their children establish positive routines in readiness for school. Routines in the nursery support children's understanding of what is expected of them. Children independently get their own coat and put this on before they go outdoors to play. There is a respectful relationship between staff and children. Staff talk calmly to children, who listen attentively. In turn, children are polite when asking questions, and they listen to their friends as they speak.

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Achievement Expected standard

Overall, children make progress in their learning. They are gaining the skills needed to move on to the next stage of their learning as they transition through the rooms or make their eventual move to school. Staff use communication tools to assess children's ability. Children who may need extra support are observed and assessed by staff, and targeted support plans are implemented. This means children make suitable progress in their communication skills.

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Achievement Expected standard

Children with special educational needs and/or disabilities (SEND) are supported by staff to learn and achieve some skills to provide a secure foundation for their learning. They make progress from their starting points, such as being able to sit with their peers while eating. However, while individual targets are in place for children with SEND, these do not always tightly focus on the in-depth knowledge and skills required so they are fully prepared for their next stage of learning.

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Children's welfare and well-being Expected standard

Children benefit from freshly prepared hot meals and snacks. Their dietary needs are catered for. Leaders have recently reviewed and updated their menu in line with recent guidance for healthier choices. Children enjoy snacks, such as apple and cucumber with a fresh natural yoghurt mint dip. Staff talk about the fruit being crunchy and juicy, and gentle encouragement is given to children who are reluctant to try. An effective key-person system supports children's emotional wellbeing. Staff support children to feel like they belong. They play games with babies, such as peekaboo, which helps form strong bonds. Recent changes within all the rooms and their environments mean children see more of all the staff, and they become familiar faces. This has a positive impact on children's transitions between rooms.

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Children's welfare and well-being Expected standard

Staff support children in developing their physical skills as they play outdoors. Older children enjoy making scarecrows for their vegetable garden. Younger children practise using their small-muscle skills as they scoop compost using spoons and fill containers. The setting has policies and practices in place that support children's welfare and wellbeing, but these are not always rigorously followed. For example, leaders have not ensured that documentation is completed as fully as it could be to record any action taken to keep children safe.

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Curriculum and teaching Expected standard

Leaders have implemented a renewed curriculum, designed to continually build on and enhance children's knowledge and skills to equip them to be confident, independent learners and be ready for school. Staff are involved in the planning and delivery of this curriculum. As they understand it well, the curriculum is embedded into practice.

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Curriculum and teaching Expected standard

Leaders carry out effective self-evaluation and have a deep understanding of the community they serve. This helps them to identify areas of the curriculum that need most focus. For example, they are focusing on developing children's physical skills to meet the needs of the current cohort of children. Mathematics is taught throughout all rooms as children learn to count and recognise shapes and colours.

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Curriculum and teaching Expected standard

Communication and language skills are at the forefront of the curriculum and underpin the teaching from staff and their quality interactions with children. All children benefit from lots of dialogue and staff repeating words back to them so that they hear the correct pronunciation. Staff sing songs to children. For example, when babies have finished their snack, staff clean their faces while singing 'let's wash, wash, wash your face'. This makes babies giggle and smile, and they try to copy staff as they babble. Staff use open-ended questions as they engage children in imaginary play. This means children have lots of opportunities to practise their conversational skills. However, in-depth targets for communication for children with special educational needs and/or disabilities so that they are very well prepared for their next stage of development have not been fully considered.

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Inclusion Expected standard

Leaders work hard, alongside staff, to ensure that all children receive their full entitlement to early education funded hours. They speak to parents about the importance of children attending regularly to promote good habits for the future. Leaders recognise that children with special educational needs and/or disabilities (SEND) benefit from learning alongside their peers as they gain skills to equip them for their future learning. They are flexible in their approach, which helps support parents who sometimes struggle to bring their children to nursery.

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Inclusion Expected standard

Effective observations and assessments by staff mean that gaps in learning or barriers to learning are identified. Staff receive training to provide support for children with SEND, and they work closely with parents and ensure that early intervention is swiftly obtained. Leaders and staff support parents of children who may have complex medical needs. They supply comprehensive information and photos to support parents as they attend appointments with consultants to help with diagnosis. This holistic approach ensures that children receive the care they need.

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Inclusion Expected standard

Leaders use early years pupil premium funding well to benefit children who may be behind in their communication and language skills. They purchase resources, using children's interests, that specifically target language skills. Staff provide additional support to children in smaller groups or as individuals. This helps to promote effective communication skills. However, leaders do not always fully review and adjust the specific targets for children with SEND. This means that some children's more particular needs across the prime areas of learning are not addressed as well as they could be.

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Leadership and governance Expected standard

The setting has undergone a change in management since registration, and parents and staff report the positive effect this has had for them and the children. The provider supports leaders and staff in the changes they make to the curriculum and the organisation of the childcare and routines, which has a positive impact on children's achievement and behaviours. Leaders recognise that children need more support with their communication and language skills. Some children benefit from working with staff in a quiet space to develop their communication and language skills. This space has been carefully designed by leaders to minimise distraction and promote children's concentration. Staff work individually with children or as a small group to complete activities to build on and enhance children's learning. The space is also used for children who need additional support and is where one-to-one support can be offered.

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Leadership and governance Expected standard

Staff feel supported and are encouraged to undertake professional development. Regular supervision meetings and access to training support staff to fulfil their roles and responsibilities effectively. Partnership with parents is effective. Parents say their children are happy and that they receive in-depth and detailed information about their child's learning. Staff talk to parents about how they can continue to support children's learning at home. Regular meetings are held with parents whose children need additional support to ensure that care plans are up to date and for external agencies to be involved, where necessary. Appropriate procedures are followed to ensure children's welfare, but leaders do not always ensure that the documentation is as robust as it could be.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are flourishing in the setting. Staff form close attachments with children and are kind and nurturing. Children feel safe and secure. They enjoy sitting on staff's knees as they listen to their favourite story being read. Independence is encouraged throughout the setting, and children benefit from well-established routines. For example, children instinctively know at lunchtime that they must wash their hands and sit down for lunch. Older children self-serve their own lunch, and staff support the younger children to do this. Afterwards, children take their own plates and scrape any leftover food into a bowl, placing their plates, cups and cutlery into a different bowl. Self-care skills are taught. Children clean their faces and hands after eating. In addition, there is a strong focus on toilet training with toddler-age children to support further children's own ability to care for themselves.

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What it's like to be a child at this setting

Children who speak English as an additional language and those with special educational needs and/or disabilities receive extra support and guidance from staff, who are attentive to their needs. Staff speak words in children's home language. This helps to support children to know what is expected of them and ensures that all children are fully included in the setting's routines and activities.

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What it's like to be a child at this setting

All children benefit from fresh air outdoors in the well-equipped space. Leaders and staff recognise that children spend longer periods of time at their chosen activity when outdoors. This has had a positive impact on their behaviour. Therefore, outdoor learning features heavily in the setting. It helps children to develop large muscles as they use wheeled toys or push-along pedal cars. Young children are supported by staff to take age-appropriate risks as they navigate climbing up apparatus to slide down.

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Next steps

implement more in-depth targets for children with special educational needs and/or disabilities to help them achieve better and be very well prepared for their next stage of learning leaders should review the documentation relating to children's welfare to ensure it is always robustly completed.

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Address:

Tip Top Day Nursery Moxley 101a High Street Moxley West Midlands WS10 8RT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tiptop Childcare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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About this inspection

The inspector spoke with leaders, practitioners, SENCo and parents during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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