Tiny World Mansfield

Tiny World Mansfield

Unique reference number (URN): 2737739 Address: 18 St. Johns Place, off Layton Avenue, Mansfield, NG18 5NS Type: Childcare on non-domestic premises Registered with Ofsted: 01/09/2023 Registers: EYR, CCR, VCR Registered person: Tiny World Nottingham Ltd

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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

The setting promotes children's routines and positive behaviour and attitudes to learning very well. Staff are incredibly nurturing and caring, investing significant time in building trusting relationships with families from the start.

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Behaviour, attitudes and establishing routines Strong standard

The manager builds strong, open lines of communication with families, encouraging parents to share when and why their child may not be attending. This collaborative approach helps the setting monitor attendance effectively and support children's overall wellbeing. The manager has established a positive culture where expectations for behaviour are clear, consistent and commonly understood. Staff are highly attuned to children's individual needs, responding sensitively to their emotions and behaviours. As a result, children feel secure and confident, enabling them to transition from different activities and experiences seamlessly with minimal support.

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Behaviour, attitudes and establishing routines Strong standard

Children show respect and kindness to others, collaborate well and develop positive friendships. Staff use visual prompts and sign language effectively to ensure that all children, including those with additional communication needs, understand what is expected of them. Staff have wonderful relationships with children and carefully consider their age, stage of development and individual needs to ensure that expectations are realistic, inclusive and consistently upheld.

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Achievement Expected standard

All children achieve well from their starting points. They gain confidence as they explore opportunities that develop their decision-making and problem-solving skills. Children are learning to express themselves clearly and to manage their emotions. They are able to recognise their strengths and celebrate their achievements. Children are developing their vocabulary and early language skills and show a love of books and stories. Older children relish bringing a favourite story to life. They confidently share with adults their plans to make a scarecrow and eagerly act out the story. However, children who speak English as an additional language are not progressing as rapidly as they could in their communication and language skills.

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Achievement Expected standard

Children show strong self-esteem, confidence and an evident ability to build and sustain friendships. They interact positively with peers, demonstrate empathy and collaborate effectively during play and learning. Children are developing positive relationships, enabling them to feel secure, valued and ready to try new challenges. As a result, children approach learning with curiosity and resilience, becoming increasingly independent in managing routines, making choices and engaging with their environment. Their growing social skills, enthusiasm and sense of belonging prepare them well for the next stage of their education.

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Children's welfare and wellbeing Expected standard

The manager is dedicated to promoting children's welfare and wellbeing, and she works closely with parents to ensure that this remains central to practice. Sensitive settling-in procedures and a genuine commitment to knowing each child help children feel safe and that they belong. Babies and children form strong attachments with their key person, proudly sharing achievements such as putting on their own shoes or building tall towers.

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Children's welfare and wellbeing Expected standard

Staff actively promote positive hygiene routines, often singing cheerful handwashing songs before mealtimes or when children come in from outdoors. This helps children understand the importance of keeping germs away. Accidents are recorded thoroughly, and staff recognise the importance of monitoring patterns that may indicate emerging concerns. Staff show an understanding of healthy eating and safe practices around food. Children know they must sit down while eating and chew their food carefully. Through this consistent guidance, children develop safe habits and a positive awareness of how to look after their own health and wellbeing.

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Children's welfare and wellbeing Expected standard

Staff sequence the teaching of emotions, beginning with simple feelings before introducing more complex ones. Through stories, puppets and songs, staff help children recognise and name their emotions. Children join in enthusiastically, hiding behind their hands to show shyness or gently stomping to express anger, knowing they are in a supportive space. Staff model emotional language, respond sensitively and encourage children to talk about their experiences, helping them understand themselves and others.

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Curriculum and teaching Expected standard

The manager has created an ambitious, inclusive curriculum that is carefully sequenced to build on what children already know and can do. Staff know their key children well. They observe and assess children's development closely, using this knowledge to shape experiences and daily routines that support children's progress towards their next steps. Warm, caring and responsive interactions help children to feel secure, confident and ready to explore. Staff create a welcoming environment carefully designed to encourage children's curiosity, engagement with thoughtfully planned activities and positive attitudes to learning. Staff interact sensitively, narrating children's actions and using repetition to introduce single words such as 'push' and 'squeeze' during activities like play dough play. This helps support their communication and language development. Staff use routines such as handwashing and mealtimes to reinforce important self-care skills

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Curriculum and teaching Expected standard

and promote children's independence. Children benefit from consistent expectations, calm guidance and patient support that encourages them to try new challenges and celebrate their achievements. On occasion, teaching is not always highly effective, particularly for children who speak English as an additional language. These children flourish emotionally through nurturing relationships. However, at times, they do not receive the targeted and purposeful teaching needed to help them excel in their learning and development.

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Inclusion Expected standard

The setting demonstrates inclusivity because managers and staff take time to get to know children and families. They build trusting relationships with parents, maintain open communication and proactively seek information that helps them to understand each child's background, strengths and needs. Staff monitor children's progress closely to identify any gaps in learning and intervene swiftly. Managers recognise the power of early intervention and act quickly to secure support that enhances children's learning potential. They work effectively in partnership with external professionals, enabling them to access specialist guidance, training and resources without delay. Managers are knowledgeable and experienced in referral processes and understand how to obtain additional funding for children who are eligible and need it. They use this funding thoughtfully, ensuring that every adaptation and resource directly benefits children, particularly those who are disadvantaged

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Inclusion Expected standard

or have special educational needs and/or disabilities. Staff apply professional advice consistently, adjust provision based on children's emerging needs and ensure that all children participate fully in the curriculum. Through this proactive and well-informed approach, the setting promotes and supports strong outcomes for every child.

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Leadership and governance Expected standard

The manager and staff have a secure understanding of the setting's context and the diverse needs of the community, children and families who attend. This awareness helps them to develop effective partnership working with parents and a wide range of professionals. As a result, staff are well equipped to meet children's needs, support their development and help keep children safe.

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Leadership and governance Expected standard

Leaders maintain robust oversight of the setting to ensure that it is managed safely and efficiently. The manager reviews and reflects on the quality of education and care to ensure that they meet the needs of all children and promote progress. However, the manager's evaluations would benefit from a more detailed and rigorous analysis of the setting's strengths and weaknesses. This deeper understanding would better inform improvement planning and help drive the quality of education and care to an even higher standard.

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Leadership and governance Expected standard

Staff wellbeing is a clear priority, with regular welfare checks and an open-door policy that encourages honest communication. Staff comment that they feel valued, supported and happy in their roles. Professional development supports practice through training opportunities and supervision. However, more regular coaching and feedback would further enhance the quality of staff interactions, particularly interactions with children who speak English as an additional language. Parents and families frequently comment on how much staff enjoy caring for their children.

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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 experience a nurturing, safe and inclusive environment in this early years setting. The manager understands the needs of the children and families who attend. The manager leads the staff team in creating a culture where every child and family feels valued. Staff take time to learn about each child's background, interests and home life. They use this knowledge to support smooth settling-in experiences so children foster a strong sense of belonging and feel safe.

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

Children who speak English as an additional language are supported particularly well with their social and emotional development. Staff recognise the challenges these children may face when they first start and work proactively to remove any barriers to their participation. They embed clear, consistent routines that help children feel secure, so they develop strong attachments with their key person. Staff who speak more than one language support families and colleagues so they can help children communicate their needs confidently and understand expectations.

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

Throughout the day, staff frequently break into song, creating a joyful, language-rich and engaging atmosphere. Children respond enthusiastically, often joining in with familiar tunes and dancing with excitement. Babies and young toddlers confidently explore their homely environment. They enjoy sitting with staff to share stories, talk about family photographs or simply chatting and spending quality time together.

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

The outdoor environment is as welcoming and stimulating as that indoors. Children thrive as children of all ages play alongside each other. Older children form friendships and invent imaginative games together, while younger children delight in following staff around pretending to be elephants, using their arms as trunks. The setting promotes curiosity, confidence and a strong sense of community in children.

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Next steps

Leaders should strengthen systems that help leaders to precisely evaluate the setting's strengths and areas for development to drive the quality of education and care even higher. Leaders should provide further support and coaching for staff so children benefit from consistent high-quality interactions, particularly those children who speak English as an additional language.

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About this inspection

The inspectors spoke with the manager, deputy manager, practitioners and the setting's special educational needs coordinators.

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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:

18 St. Johns Place off Layton Avenue Mansfield NG18 5NS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tiny World Nottingham Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Address:

Local authority: Nottinghamshire County Council

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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 standard 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 standard 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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