Tot Spot Day Nursery

Tot Spot Day Nursery

Unique reference number (URN): EY261466 Address: Mill House, Dean Clough Mills, HALIFAX, West Yorkshire, HX3 5AX Type: Childcare on non-domestic premises Registered with Ofsted: 07/10/2003 Registers: EYR, CCR, VCR Registered person: Tot Spot Day Nursery 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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Achievement Strong standard

Children successfully build on their existing skills because activities are carefully sequenced to support progression. This structured approach enables them to master new concepts and apply what they have learned with increasing confidence. Children who need additional support are provided with alternative resources, objects of reference and visual prompts, ensuring they can communicate effectively and continue developing their skills alongside their peers.

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Achievement Strong standard

Children are remarkably high achievers who remember and recall their learning. They learn through shared stories and then revisit key concepts through role play, small-group discussions and creative tasks. Books and songs are carefully chosen to introduce new words in context, which helps children to understand and remember them.

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Achievement Strong standard

Children's transitions within the setting and on to school are exceptionally well supported. Children adapt well to changes and quickly settle into new routines. Thoughtful transitions help children feel confident as they move on to the next stage of their education. Children demonstrate positive attitudes to their learning and gain important life skills.

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Behaviour, attitudes and establishing routines Strong standard

Children's attendance is given the utmost priority. For example, leaders provide parents with incentives, such as flexible childcare, which helps to get them back into work. Children are very secure in the routines of the day and cooperate fully with key adult-led activities. They are consistently engaged in a variety of child-led activities for long periods of time. Staff enable children's independence. Children show a constant eagerness to do things themselves, such as putting on coats and shoes to go outside.

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Behaviour, attitudes and establishing routines Strong standard

Staff listen attentively and actively respond to children. They value what children have to say and praise them for their kindness. This supports children to develop secure emotional relationships. Staff teach children about the importance of working together and how to learn from one another. Staff encourage children to work together to solve problems and find a solution, such as negotiating the use of space when playing.

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Behaviour, attitudes and establishing routines Strong standard

Staff provide experiences that promote children's sense of identity and celebrate their diverse backgrounds and cultures. Children benefit from a wide range of experiences, such as trips to the library, local shops and zoos. These develop children's understanding of diversity, strengthen their sense of belonging and build on their understanding of the world around them.

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Children's welfare and well-being Strong standard

Leaders and staff create a well-considered learning environment across all age groups. Spaces are designed to motivate children and to reflect children's developmental needs. Staff consistently encourage independent exploration. In the youngest children's rooms, staff provide low-level sensory materials and sturdy furniture for cruising to support physical development. Babies move confidently, remain focused in their play and show curiosity as they interact with adults and their peers.

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Children's welfare and well-being Strong standard

Teaching is purposefully embedded in daily routines. For instance, staff skilfully use mealtimes as a learning opportunity across the setting. Toddlers and older children help set tables and serve themselves vegetables, showing a strong sense of responsibility. Children seek support from staff when they need help. For example, they recognise that they are feeling overwhelmed and let staff and their friends know that they need to take time to calm and relax themselves in their designated safe space.

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Children's welfare and well-being Strong standard

Staff use all aspects of the daily routine as a valuable opportunity to deepen children's understanding. Staff turn nappy changing into moments of connection and communication, using songs, gestures and simple language to support emotional security and early speech. Children express their needs with confidence and build resilience in both their learning and relationships.

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Curriculum and teaching Strong standard

Leaders and staff gather detailed information from parents when children start, such as developmental overviews and their likes and dislikes. Staff complete baseline assessments of children's prior knowledge and use regular assessments in collaboration with parents to monitor children's learning. Staff quickly identify if a child is at risk of falling behind and plan swiftly for children who may need additional support. Wide-ranging opportunities across all areas of learning fully prepare children for their next steps in learning.

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Curriculum and teaching Strong standard

Leaders and staff place a great emphasis on developing communication and language at this setting. Staff develop these skills through singing, storytelling and encouraging children to repeat new words. Babies love to feel the textures and lift flaps in their favourite books and hear words such as 'soft and bumpy'. Older children use electronic equipment to record themselves speaking and play it back. Children are confident, articulate communicators who use expressive language to share their thoughts, ideas and experiences.

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Curriculum and teaching Strong standard

Staff routinely and skilfully enhance early mathematical skills with children as they play. For example, when chopping vegetables, children explore 'more' and 'less', and staff ask children to predict how many more scoops of sand they need to fill the container.

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Inclusion Strong standard

Leaders demonstrate great knowledge of supporting children with special educational needs and/or disabilities (SEND). Leaders and staff are passionate about providing every child with the very best early education. Leaders monitor the curriculum carefully to ensure it meets the needs of all children, including those with SEND, so that every child achieves the best possible start in education. Gaps in learning are swiftly identified, and focused action plans are put in place to support children with SEND. Staff access training and complete further research to ensure that children with SEND benefit from an inclusive and challenging curriculum.

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Inclusion Strong standard

Staff work closely with other professionals to carefully plan and promote all aspects of children's learning. They make purposeful and effective use of additional funding, for example, to enrich children's sensory awareness. This means that children with SEND receive holistic support to help channel their learning. Consequently, children with SEND make sustained progress and show high levels of engagement.

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Inclusion Strong standard

A whole-nursery approach to sing and sign allows children to develop secure communication and language skills from an early age. For instance, babies learn the sign for 'thank you' during routines and interactions. Older children learn multiple signs and phrases to develop and deepen their understanding.

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Leadership and governance Strong standard

Staff are well supported, and retention of staff is high. Passionate and dedicated leaders provide a thorough programme of professional development. They analyse staff's understanding, alongside children's outcomes, to plan relevant training for all. Training opportunities enable ongoing learning for all. For example, staff have completed national educational programmes. This, in turn, has a positive impact on the progress the children make, as the skills and knowledge of staff are current and secure. Staff wellbeing is prioritised, creating a valued team that takes pride in its work.

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Leadership and governance Strong standard

Partnerships with parents are a strength of the setting. Parents comment that their children are receiving very good care. Trusting relationships are formed and built in the best interests of the children. Parents welcome the effective communication they receive about their child's progress.

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Leadership and governance Strong standard

Leaders successfully adjust and evaluate the curriculum based on the needs of the current cohort to ensure they meet every child's needs. For example, they have monitored the behaviour of the children, considered the needs of the most vulnerable children and those with special educational needs and/or disabilities and have introduced a 'calm area' for children who may struggle with larger group interactions.

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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 thoroughly enjoy their time in this exceptionally welcoming setting. Children calmly and respectfully access the wonderful choice of resources. They use the resources well and become fully engrossed in developing new ideas. Staff are very skilled at delivering an inclusive and ambitious curriculum. All children, including those with special educational needs and/or disabilities, are provided with the challenge that they need. As a result, all children experience success in their learning.

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

Leaders place a strong emphasis on monitoring children's attendance. They work very closely with parents to promote children's attendance and ensure that children's welfare is of the utmost importance. Staff take time to gather detailed information about each child and

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Inspector:

Julie Dent their family. They build on this partnership with parents from the start to understand each child's lived experience, for instance through parents' evenings. This informs how staff plan and adapt their approach to enable all children to benefit from high-quality care and learning. Children form strong bonds with staff, frequently seeking them out to share their discoveries and achievements. Children seek reassurance should they need it. Staff show the utmost respect towards children, consistently seeking consent before helping with hygiene routines. They sensitively help children to learn about their emotions and build strategies that help them gain self-awareness to learn to self-regulate.

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Inspector:

Children have ample opportunity to build on their confidence as they take on extra responsibilities and contribute to decision-making, such as deciding which story to listen to and which song to sing next. Children across the nursery are listened to by attentive staff and are given ownership over their learning. Staff use every moment as an opportunity for learning. They encourage children to count and recognise amounts and quantities. For example, children count the spikes on the dough hedgehogs they make and hold up the matching number of fingers to show the visitors.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the manager, director, practitioners and children 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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Address:

Mill House Dean Clough Mills HALIFAX West Yorkshire HX3 5AX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tot Spot Day Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 18:00

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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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