Tiny World Stockhill Lane

Tiny World Stockhill Lane

Unique reference number (URN): 2737740 Address: Rock House, Stockhill Lane, Basford, NOTTINGHAM, NG6 0LJ 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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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the centre of all practice. The setting is welcoming, nurturing and inclusive. This creates an environment where children feel safe, valued and confident. Staff form secure and responsive attachments with children through a highly effective key-person approach. They form strong bonds with families, who speak positively of the support and guidance they receive. This enables staff to respond quickly and appropriately to children's individual needs and changes in circumstances.

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Children's welfare and wellbeing Strong standard

Staff thoughtfully tailor care routines to each child. Babies' sleeping and feeding routines are personalised, ensuring continuity and emotional security. Staff support toddlers and pre- school children to develop their independence and self-care skills during mealtimes and daily activities. They encourage children to make healthy choices and use nutritious meals to reinforce positive attitudes towards food and personal care. All children benefit from nutritious meals provided by the setting. Staff consistently engage with children about healthy ingredients and lifestyle.

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Children's welfare and wellbeing Strong standard

Staff actively promote children's physical development, personal safety and emotional wellbeing. They use practical strategies and visual aids to help children express their emotions, develop resilience and understand safe practices. Leaders ensure that all children receive highly responsive care and targeted support. As a result, children are very confident, emotionally secure and able to engage fully in their learning. This establishes firm foundations for children's future development.

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Leadership and governance Strong standard

Leaders demonstrate a clear and ambitious vision for the setting, underpinned by high expectations for children and staff. They understand the strengths and areas for improvement across the provision and take decisive action to enhance practice. This includes improving activities for babies during outdoor play. Regular observations, coaching and reflective discussions with staff ensure that teaching and care remain of consistently high quality. Staff's appraisals, one-to-one supervision sessions and targeted professional development support ongoing improvement while also promoting staff's wellbeing and morale. Leaders act as positive role models, providing support in rooms and demonstrating effective practice.

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Leadership and governance Strong standard

Leaders work closely with parents and carers and external agencies to secure the best outcomes for children. They engage effectively with social care, speech and language therapists and paediatric services to support children with special educational needs and/or disabilities. Staff guide families through processes such as referrals, diagnoses and accessing specialist support. This ensures that children receive timely and coordinated help.

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Leadership and governance Strong standard

Staff carefully manage children's transitions and settling-in procedures. Parents are welcomed into the setting, enabling effective partnerships and ensuring that children settle quickly. Leaders monitor children's progress, adapt the curriculum and take steps to improve provision. For example, they have developed the outdoor environment to encourage older

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Expected standard

children's physical skills and imaginative play. Overall, governance and leadership secure high-quality education, care and wellbeing, ensuring that all children achieve and thrive.

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Achievement Expected standard

Children achieve well and typically develop the essential foundations for their future learning. They move confidently through the curriculum, securing age- and stage- appropriate knowledge and skills across all areas of learning. Children develop their communication and language skills very well. They listen attentively during stories, join in with songs and rhymes, and increasingly use words to explain their ideas, needs and experiences.

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Achievement Expected standard

Children who are disadvantaged, with special educational needs and/or disabilities, who are known to social care, or face other barriers, make progress from their starting points. Children who speak English as an additional language gain confidence in expressing themselves and understanding routines. This enables all children to participate fully alongside their peers.

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Achievement Expected standard

Children show positive attitudes to their learning. They engage with interest, persevere when tasks are challenging and develop growing independence. Children form secure relationships and demonstrate kindness and cooperation. By the time children leave the setting, they are emotionally secure, communicative and ready for the next stage of their learning, including school where appropriate.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish a calm and positive environment. They very clearly and consistently promote their expectations for children's behaviour. Staff model kindness, care and respect, and children respond well. Warm and trusting relationships between staff and children create a secure base from which children develop confidence and positive attitudes to learning. Staff praise children's efforts enthusiastically, helping them to feel valued and proud of their achievements.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to collaborate and get along with others. Staff use practical strategies to support turn-taking and sharing, particularly for children who find this difficult. For example, staff introduce simple tools, such as timers, and clear explanations to help children understand fairness and manage their emotions. These approaches help children to develop self-control, resilience and empathy.

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Behaviour, attitudes and establishing routines Expected standard

Leaders place a strong emphasis on routines as a foundation for children's learning and wellbeing. They work closely with families to promote punctuality and regular attendance, adapting sessions where necessary to help children establish consistent patterns. Leaders understand the wider safeguarding implications of poor attendance and monitor patterns carefully, enabling them to respond swiftly where concerns arise. Staff consider children's age and stage of development and individual circumstances when supporting their behaviour. They make adjustments for children with special educational needs and/or disabilities so that their expectations remain fair and achievable. As a result, children feel safe, understood and motivated to engage positively in their learning.

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Curriculum and teaching Expected standard

Leaders demonstrate a clear and thoughtful understanding of their curriculum. They design it to meet the full breadth of the early years foundation stage. Staff know children well and use assessment effectively to shape teaching from each child's starting points. This ensures that disadvantaged children, those with special educational needs and/or disabilities and those who face additional barriers receive tailored support that helps them to succeed.

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Curriculum and teaching Expected standard

Teaching is purposeful and engaging. Staff prioritise children's communication and language across all areas of learning. They read, sing and talk with children throughout the day, skilfully modelling vocabulary and drawing children into conversation. Staff encourage children to use words, rather than gestures. They extend their thinking through well-timed questions. Staff weave mathematics naturally into children's play. They introduce number, size and positional language in meaningful contexts.

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Curriculum and teaching Expected standard

Leaders place a high emphasis on children's personal, social and emotional development. Staff plan routines to support children's independence and confidence. They nurture warm and trusting relationships. However, staff's expectations are not yet consistently high during all routines. For example, in the pre-school room, tidy-up time lacks structure, which leads to confusion and low-level conflict among children. Leaders recognise that this routine should reflect the same ambition as learning activities.

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Curriculum and teaching Expected standard

Children spend extensive time outdoors, and leaders articulate a strong vision for adventurous play. However, staff do not consistently encourage babies to be physically active when they are outside. This does not consistently support babies' early strength, coordination and confidence.

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Inclusion Expected standard

Leaders create a genuinely inclusive culture where they value every child and expect them to succeed. They identify all children's individual needs swiftly and accurately. Staff observe carefully and use assessments, including the progress check when children are aged between 2 and 3 years, to pinpoint gaps and agree precise next steps with parents.

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Inclusion Expected standard

Leaders act decisively to reduce barriers to children's learning and wellbeing. They adapt routines, environments and interactions so children can participate fully. For example, staff use visual prompts, small-step targets and calm spaces to support children who find regulating their emotions difficult. Leaders seek specialist advice early and implement guidance effectively. This ensures that children receive timely and targeted support.

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Inclusion Expected standard

Leaders monitor children's progress closely and review the interventions they provide regularly. They evaluate impact and adjust provision when children need something different. As a result, children make rapid progress from their starting points. Staff receive high-quality training on the graduated approach and inclusive practice. Leaders work closely with families, valuing parents as partners and guiding them confidently through referral processes. Excellent relationships with external agencies ensure coherent and joined-up support.

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Inclusion Expected standard

Leaders use early years pupil premium funding strategically, for example to enhance sensory provision and provide targeted interventions. This improves engagement and emotional wellbeing for disadvantaged children. Children known to social care receive particularly thoughtful support. Leaders advocate effectively, ensure continuity and help these children to feel safe, secure and ready to learn.

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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

Staff welcome children into an immaculately presented environment with a well-thought-out layout that supports their learning, play and independence. From the very youngest babies, children form secure bonds with staff. As a result, children are settled, confident and feel safe. Babies show clear enjoyment and pride in their achievements. For example, they clap with delight when successfully placing a puzzle piece correctly. Staff use praise consistently and effectively to reinforce positive behaviour and celebrate children's efforts. This helps to build children's self-esteem and confidence.

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

Children achieve well and develop the knowledge, skills and attitudes they need for their next stage of learning. Older children are deeply engaged in purposeful and busy play. They explore resources, such as toy drills at a workbench, which supports early problem-solving and physical skills. Children enthusiastically sing songs that help to consolidate early counting and number awareness. Staff plan creative activities, including painting and printing, to support children's fine motor development and allow them to express their ideas freely.

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

Older children benefit from rich opportunities to develop their imaginations and language, particularly in the outdoor area known as 'adventure island'. Here, children confidently create their own play scenarios, share ideas with friends and develop language skills as they explain and negotiate their play. This supports children to grow in confidence and creativity.

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

Staff encourage babies and younger children to develop their early communication skills. Staff introduce new words, model language clearly and encourage children to repeat vocabulary. Babies giggle as they explore books and toys, such as dinosaurs. This builds their curiosity and early language development in a playful and engaging way.

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

Children feel a deep sense of belonging at this setting. Staff are skilled, passionate and highly attentive. They ensure that every child feels valued and included. Robust systems and high levels of care ensure children's welfare is central to all practice. As a result, children thrive in a nurturing and safe environment. They receive support to flourish, whatever their starting points or individual needs.

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Next steps

Staff should further strengthen routines, such as tidy-up time, in the pre-school room so children remain focused and engaged, ensuring high expectations for learning and behaviour are consistently embedded throughout the day. Staff should be more active to support babies to participate in outdoor physical play, enabling them to make full use of the outdoor environment and further develop their physical skills, coordination and confidence.

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Address:

Rock House, Stockhill Lane Basford NOTTINGHAM NG6 0LJ

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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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Facts and figures used on inspection

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

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs and/or disabilities coordinator, parents and carers 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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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