Tinies Nursery Cheltenham

My Ohana Nursery Cheltenham

Unique reference number (URN): EY483802 Address: Gloscat, Cheltenham Campus, Princess Elizabeth Way, CHELTENHAM, Gloucestershire, GL51 7SJ Type: Childcare on non-domestic premises Registered with Ofsted: 17/11/2014 Registers: EYR, CCR, VCR Registered person: Tinies U.K. 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 progress from their individual starting points. Progress is evident in children's increasing independence, confidence and communication skills across the setting. For example, babies independently access their water cups, toddlers confidently follow visual routines, and pre-school children manage mealtime routines with minimal adult support.

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Achievement Strong standard

Children who require additional support make meaningful progress over time. They develop physical confidence, engagement and participation, enabling them to learn alongside their peers. Children who receive additional funding develop greater focus and engagement through targeted physical activities and carefully adapted routines. For example, they are given extra opportunities to practise physical skills and use supportive resources during group activities and meals.

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Achievement Strong standard

Children are extremely well prepared for their next stage of learning. They develop very positive communication, self-care and social skills, supported by planned transition activities, such as visits to local schools and role-play experiences.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established clear and age-appropriate expectations for behaviour that are consistently applied by all staff. Practitioners build warm and highly respectful relationships with children, helping them to understand routines and respond positively to guidance. For example, practitioners use tidy-up songs to support smooth transitions. Children independently prepare for mealtimes and group activities.

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Behaviour, attitudes and establishing routines Strong standard

Positive behaviour is reinforced through recognition and responsibility. Children proudly wear wristbands that celebrate behaviours, such as sharing or helping others, and take on roles such as helper of the day. These strategies consistently support children's understanding of expectations and promote their confidence and self-esteem. Children's behaviour is exemplary. Children learn to cooperate and get along with one another during daily routines and play.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote the importance of attendance and punctuality. Staff monitor children's attendance and follow up absences with families where needed to ensure children's safety and continuity of learning.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners skilfully support children to develop awareness of risk. For example, when outdoor equipment is wet, staff encourage children to assess whether the slide is safe, provide a towel and support problem-solving. Children respond cooperatively, demonstrating growing awareness of safety and responsibility. Practitioners adapt expectations sensitively for younger children and those who need additional support. For example, children who need help to maintain attention during group times are supported with fidget resources and are seated close to practitioners so they can remain engaged in routines and activities.

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Children's welfare and wellbeing Strong standard

Practitioners provide attentive care that meets children's individual needs. Secure attachments between children and key persons are evident, particularly in the baby room. Calm routines and responsive interactions support children's emotional wellbeing extremely well. For example, practitioners use songs and familiar routines to help babies prepare for transitions, helping them feel secure and settled.

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Children's welfare and wellbeing Strong standard

Practitioners support children to develop independence in personal care routines. Pre- school children wash their hands independently, put away coats after outdoor play and manage mealtime routines confidently. They collect their own cutlery and serve vegetables during lunch. Practitioners sensitively adapt support for younger children and those who need additional help, such as supporting babies to feed themselves and ensuring resources are accessible at children's level.

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Children's welfare and wellbeing Strong standard

Children develop an understanding of health, safety and emotional wellbeing. Practitioners use calm spaces effectively, including a sensory room, to support children who need time to regulate their emotions. The room includes adjustable lighting and sensory resources that help children relax and regain focus. Practitioners use a range of strategies to support children to recognise and manage emotions through reassurance, discussion and positive interaction. This helps to ensure children feel safe and confident in the setting.

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Curriculum and teaching Strong standard

Leaders have designed a coherent curriculum that supports children's emotional security, communication and independence extremely well. Leaders maintain close oversight of the quality of staff practice through regular time spent in the rooms and shared observations with staff.

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Curriculum and teaching Strong standard

Practitioners implement the curriculum purposefully across the setting. During group time, staff introduce toddlers to positional language and songs that involve numbers and counting. They draw children's attention to sounds in words to support early phonological awareness. For example, children learn to identify that 'Friday' begins with the letter 'F'. Staff provide a range of opportunities for children to develop their early understanding of mathematics and literacy through songs, discussions and everyday routines.

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Curriculum and teaching Strong standard

Language development is prioritised across activities. In pre-school, children exchange coins for fruit at rolling snack, applying mathematical knowledge in meaningful contexts. Practitioners extend thinking through discussion and questioning. During storytelling, children use props to retell familiar stories and explain how they recognise characters.

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Curriculum and teaching Strong standard

Staff carry out accurate assessments of what children know and can do and adapt activities extremely well to their starting points.

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Inclusion Strong standard

Leaders and practitioners embed highly inclusive practice across the setting. They swiftly identify children who need additional support through ongoing observation, assessment and positive relationships with families. Staff receive training in the graduated approach, which helps them recognise emerging needs at an early stage and adapt support appropriately. Leaders carefully tailor support, review it regularly and adjust it as children's needs change to ensure that support remains effective.

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Inclusion Strong standard

Practitioners adapt the environment and daily routines thoughtfully to support children's development. For example, in the baby room, staff provide sensory materials and moving toys that reflect children's interests and encourage exploration. This helps babies remain engaged and develop confidence and independence during everyday routines. In the toddler room, practitioners skilfully support children who need additional help with communication and physical development through visual cues, predictable routines and guidance from external professionals. These approaches help to nurture children's confidence and help them to understand expectations and participate alongside their peers.

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Inclusion Strong standard

Children who receive additional funding benefit from targeted support linked closely to their needs. Practitioners skilfully adapt routines by using story props to maintain attention and providing small sensory items during group activities. Leaders also ensure that children known or previously known to children's social care receive additional opportunities to develop confidence and wellbeing. For example, they attend physical activities such as football sessions on the days they attend the setting. Partnerships are highly effective. Leaders monitor progress closely and work with parents, carers and professionals to reduce barriers to learning.

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Leadership and governance Strong standard

Leaders are highly reflective of the setting's strengths and priorities. They are committed to making decisions in the best interests of children. Staff are deployed thoughtfully to support continuity and stability, particularly for children who require additional support. Flexible arrangements are introduced where needed to support children's wellbeing and engagement effectively.

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Leadership and governance Strong standard

Staff wellbeing is considered carefully. Leaders provide regular supervision meetings and opportunities for informal discussion. Professional development is matched thoughtfully to staff's strengths and the setting's priorities, including children's communication and language development.

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Leadership and governance Strong standard

Leaders work extremely well with parents, the local authority and external professionals. They have also responded appropriately to safeguarding concerns in the past, working with relevant agencies to ensure concerns are addressed promptly.

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Leadership and governance Strong standard

Leaders strive for continuous improvement. For example, they plan rigorously on ways to enhance opportunities for staff to share their professional reflections. They scrutinise assessment tools to continually strengthen the processes for identifying and meeting individual children's needs.

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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 warm, welcoming and inclusive environment where they feel safe, valued and secure. Positive relationships with consistent key persons help babies and children settle quickly and build trusting attachments. Practitioners know children extremely well and respond sensitively to their individual needs. Babies explore the environment with increasing confidence. They eagerly access resources placed at their level, including sensory materials and familiar objects that stimulate their curiosity and continually promote their early development.

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

Children are confident and motivated learners. They make independent choices throughout the day and take increasing responsibility for routines. For example, children serve themselves fruit at snack time, pour their own drinks and take on roles such as helper of the day. These experiences help children to steadily develop independence and confidence while learning to cooperate with their peers.

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

Children enjoy rich opportunities to develop their communication and thinking skills. Practitioners engage children in stimulating and meaningful conversations during play and routines. For example, during storytelling sessions, children use props to retell familiar stories and answer questions that encourage them to think about characters and events. At snack time, children exchange coins for fruit, which helps them practise counting and develop early mathematical understanding.

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

Children benefit from a wealth of opportunities to learn to manage their emotions and develop positive relationships with others. Practitioners provide reassurance and use calm spaces to help children regulate their feelings when needed. Children who need additional support benefit from carefully adapted routines and resources that help to capture their interest and engagement during activities.

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

Children benefit from experiences beyond the setting, including visits to the local library and a nearby care home. These opportunities are highly effective to help children develop confidence, strengthen their social skills and build a sense of belonging within their community.

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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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Address:

Gloscat, Cheltenham Campus Princess Elizabeth Way CHELTENHAM Gloucestershire GL51 7SJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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, staff, 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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