Total Tots Ltd

Total Tots Ltd

Unique reference number (URN): EY259485 Address: Caton Road, Lancaster, Lancashire, LA1 3PE Type: Childcare on non-domestic premises Registered with Ofsted: 28/05/2003 Registers: EYR, CCR, VCR Registered person: Total Tots 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 make secure and sustained progress from their starting points in development. They build their knowledge and skills they need with growing confidence and use what they already know to explore new ideas. Children show curiosity in their learning, stay focused during activities and show resilience when tasks become more demanding. Their communication develops very effectively as they express their thoughts clearly, use new vocabulary with purpose and respond thoughtfully in conversations.

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Achievement Strong standard

Children who need additional help make similarly secure progress because barriers to their learning are reduced quickly. This enables them to achieve well over time. Children's personal and social development is also very effective. They form positive relationships, work well with others and manage new or challenging situations with assurance. Children take pride in what they achieve and show the readiness, confidence and curiosity needed for the next stage of their learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders establish a very calm and orderly environment, where expectations for their behaviour are clear and consistently reinforced. Children behave very well. They understand the routines of the day, follow instructions promptly and take pride in meeting shared expectations. Younger children confidently explain simple rules, such as using their 'walking feet' indoors. They show that they can follow these without reminders. Older children demonstrate considerate behaviour, for example, by offering encouragement and practical help as their friends navigate the outdoor obstacle course.

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Behaviour, attitudes and establishing routines Strong standard

Furthermore, children collaborate very effectively. They take turns, share resources willingly and contribute positively to routines, such as preparing tables for lunch or organising equipment together. Movement around the setting is calm, and children transition very smoothly between activities. Relationships between staff and children are extremely warm and respectful. Children approach adults confidently, greet visitors with ease and show that they feel safe and valued.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote the importance of punctuality and attendance. Staff monitor arrivals closely and follow up promptly when children have not arrived by the agreed time. They ensure that they understand attendance patterns and provide support to families where needed. Staff take full account of children's ages, stages and individual needs when helping them meet expectations. They offer reassurance, adjust routines and provide targeted guidance, so all children, including those needing extra support, can participate very successfully. Consequently, children display consistently positive attitudes, self-control and behaviours.

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Curriculum and teaching Strong standard

Leaders have a secure and well-informed view of what children should learn. They ensure that the curriculum is coherently sequenced. Staff use this structure well, planning experiences that build securely on what children already know, while introducing new ideas at the right time. They adapt all teaching very thoughtfully, so all children, including those who are disadvantaged and those with special educational needs and/or disabilities, can participate successfully. This means children's learning across all areas of development is highly purposeful, well balanced and very closely matched to children's needs.

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Curriculum and teaching Strong standard

High-quality interactions promote children's communication very effectively. Staff support children to recognise similarities and differences, such as when using mirrors to identify how they are different from their friends. When children talk about helicopters and aeroplanes, staff draw on these interests to prompt meaningful discussion about their own experiences, including recalling a plane journey. These sustained interactions broaden children's understanding of the world and deepen their vocabulary.

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Curriculum and teaching Strong standard

Staff prioritise mathematics consistently across the day. Staff help children to compare the lengths of familiar objects, name and compare shapes during construction and use positional language, such as 'under', 'behind' and 'on top'. In sand and water play, children explore capacity and measure. Children develop secure early mathematical concepts and apply them confidently in play.

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Curriculum and teaching Strong standard

Staff place a strong emphasis on children's physical, personal, social and emotional development. Children develop their small muscles as they handle tools, turn pages or use utensils. They build positive relationships through turn-taking, cooperation and respectful play. Consequently, children are very well prepared for their next stage in learning, including school.

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Inclusion Strong standard

Leaders and staff have very clear systems to identify children's needs early and respond with care. They gather meaningful information from families and use assessments, such as the progress check when children are aged between two and three years, a widely used speech and language toolkit and ongoing observations to build an accurate picture of each child's development. When children join with limited transition information, leaders work with parents and carers and other professionals to make sure that no child starts at a disadvantage.

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Inclusion Strong standard

Leaders and staff keep a close overview of children who may need extra help and review their progress regularly to check whether their approaches are working. Familiar routines and consistent language help children to feel secure and able to join in. When children need

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Expected standard

more focused support, leaders seek guidance from early years specialist teachers, speech and language therapists and other professionals. They make practical adjustments, such as offering quieter spaces, providing time with a familiar adult and adapting activities, so children can take part at their own pace. Leaders ensure that staff receive regular and targeted training on special educational needs and/or disabilities (SEND) and the graduated approach, so they confidently assess, plan, do and review, support and understand their role in reducing barriers for children with SEND. Parents speak positively about this approach and say that staff share helpful strategies for home.

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Expected standard

Leaders also maintain careful oversight of children who may require input from social care, ensuring that communication is clear and support remains steady. Furthermore, leaders and staff use additional funding thoughtfully. For example, they provide extra sessions or extra- curricular trips. In addition, they ensure that part-time children access the full early years experience by keeping learning opportunities available across the week and inviting them to key events. As a result, children with SEND and those who are disadvantaged take part fully in nursery life and make confident and meaningful progress.

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Children's welfare and wellbeing Expected standard

Children are cared for in a nurturing and welcoming environment, where staff know them well and adapt routines to meet their individual needs. Strong, secure and responsive relationships between staff and children are evident, particularly for babies, whose key persons provide consistent care, comfort and reassurance. Staff gather information during settling-in sessions, which helps them to mirror home routines for sleep, feeding and comfort. This ensures that babies feel safe and form secure attachments with familiar adults. Sleep arrangements follow safer-sleep guidance, with regular checks carried out. Furthermore, staff ensure that babies who do not sleep are supported in calm and low- stimulation activities, so they continue to feel settled and secure.

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Children's welfare and wellbeing Expected standard

Staff support transitions sensitively. Key persons play a central role in helping children manage change, using their close knowledge of each child to respond promptly and appropriately to emotional cues. Parents and carers describe these as thorough, gradual and shaped around each child's needs. They value being involved at every stage and feel this helps their children move confidently between rooms and settle quickly into new routines. Children show growing assurance as they adjust to changes in their day.

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Children's welfare and wellbeing Expected standard

Children develop positive attitudes towards healthy living through relaxed and sociable mealtimes. Toddlers help to lay tables, and older children serve themselves and pour drinks. These routines help children to build independence and awareness of healthy choices. However, hygiene routines for the youngest children are developing but not yet fully consistent. While staff model good practice, staff do not consistently support babies to take part in simple habits, such as handwashing after intimate care. This is particularly important where toys are frequently mouthed and resources may need more regular cleaning. Leaders are working to embed consistent routines so that babies continue to feel emotionally secure in their care and develop early healthy habits, and the risk of infection spread is reduced.

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Leadership and governance Expected standard

Leaders have a clear understanding of the setting's strengths and the areas that require further development. They use supervision sessions, focused discussions and targeted professional development. For example, leaders provide support to strengthen practice in engaging boys to maintain consistent expectations and improve staff's skills. Staff's wellbeing is considered carefully. Leaders provide practical and emotional support during challenging times and make thoughtful adjustments to staff's workload. These actions help sustain a positive and stable team environment.

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Leadership and governance Expected standard

Leaders make decisions that prioritise children's needs, including those who are disadvantaged or require additional support. Partnerships with external agencies are effective and ensure that advice and interventions are timely and well coordinated. Leaders also use attendance information well to identify patterns and work with families where support is needed.

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Leadership and governance Expected standard

However, the provider did not notify Ofsted of a recent significant change within the required timescale, which is a breach of the statutory requirements. Although this oversight did not affect children's safety or daily experiences, leaders addressed it promptly and strengthened internal processes to ensure that all notifiable changes are recognised and reported without delay. Despite this administrative lapse, leadership remains effective, and the setting continues to meet the expected standard.

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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 arrive eager and ready for their day. They are greeted warmly by staff, who know their routines, personalities and interests well. Babies feel secure as they snuggle into familiar adults during soothing songs. They beam proudly as they copy simple words such as 'up' or 'more'. As babies' confidence grows, they explore further from their key person and move towards resources that catch their interest, including play set out to encourage early movement, such as crawling or walking. Toddlers develop curiosity through hands-on play. They become absorbed as they scoop, transfer and pour materials, proudly showing staff what they can do. Children show a strong sense of belonging as they move around the setting and take part in activities with confidence.

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

Children with special educational needs and/or disabilities benefit from clear cues and calm routines that help them join in alongside their peers. Children who speak English as an additional language hear consistent words and gestures, including simple sign language shared with their parents and carers to use at home. This helps them to link experiences and communicate with increasing confidence. Staff offer warm and well-timed praise when children combine familiar words, such as saying 'more please'. As a result, children become increasingly confident communicators who express their needs and ideas with growing assurance.

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

Outdoors, children show joy, energy and teamwork. They encourage one another across stepping logs, cheer 'We can do it together' on the tandem bicycles and practise their road- safety routine before local walks. Children enjoy regular trips in the community. They talk excitedly about going on the bus to the library or visiting the local care home, which staff use to help them to learn about the world around them.

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

Children feel valued. Staff introduce children to different customs and celebrations in age- appropriate ways. Furthermore, when minor disagreements occur, children recall familiar rules and suggest fair solutions, showing empathy and social understanding. Across the

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Inspector:

Kelly Little nursery, children thrive. They build friendships, develop independence and show the confidence to try new things. By the time they move on, they are resilient, sociable and well prepared for the next stage of learning.

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Next steps

Leaders should support staff to embed consistent hygiene routines, particularly for the youngest children, to promote and strengthen simple self-care habits.

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About this inspection

The inspector spoke with the leaders, the staff, the special educational needs coordinator, the designated safeguarding lead and the 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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Address:

Type: Childcare on non-domestic premises

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Address:

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