Lots for Tots Childcare Hilton

Lots for Tots Childcare Hilton

Unique reference number (URN): 2850769 Address: Unit 1, 2 and 3 Mandarin Court, Hilton, DE65 5FJ Type: Childcare on non-domestic premises Registered with Ofsted: 17/07/2025 Registers: EYR Registered person: LOTS FOR TOTS CHILDCARE 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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Achievement Expected standard

Children are developing their language and communication skills well. Babies babble back and forth to staff, and older babies repeat single words. Toddlers talk to puppets, changing their voice to pretend the puppet is talking back to them. Pre-school children are social at mealtimes. They excitedly tell their friends they have carrot and cucumber sticks that make crunching sounds when they eat them.

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Achievement Expected standard

There are occasions when children are unable to continue their chosen activity. As a result, they are not learning as much as they could. For example, toddlers are eager to build towers to match the pictures they have been given. However, staff have not provided enough bricks for children to use.

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Achievement Expected standard

Children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning develop confidence and skills because support is tailored to their needs. For example, children with SEND are encouraged to play alongside other children to help build on their social skills. This helps children prepare for the next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Babies and toddlers are encouraged to behave well and learn to cooperate. Staff use praise and clear expectations to encourage children to share and take turns. Staff have built positive relationships with the children in their care. For example, babies settle well, cuddling up to staff to join in activities. Staff understand that some children with special educational needs and/or disabilities find playing alongside other children a challenge. Staff adapt the activity, gently engaging them with smaller groups. This enables all children to access the activities on offer.

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Behaviour, attitudes and establishing routines Expected standard

While leaders recognise that pre-school children need support to manage their behaviours, such support is not yet effective. For example, during lunchtime, staff fail to consistently guide children in understanding their expectations. Some children leave the table to play, returning as and when they wish. Staff do not address this issue. When other children attempt to do the same, staff encourage them to sit back at the table. As a result, children are confused about what they should and should not do.

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Behaviour, attitudes and establishing routines Expected standard

Leaders routinely monitor attendance, ensuring that any lapses are checked to keep children safe. Staff work closely with parents to help them understand the importance of regular attendance and how it may affect their child's development.

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Children's welfare and wellbeing Expected standard

Children build secure attachments with their key person. Even the youngest children develop a sense of belonging and become increasingly confident and independent in their surroundings. Leaders understand the importance of supporting children's health and wellbeing. Children are provided with nutritious meals and fresh drinking water, and robust systems are in place to ensure that their dietary needs are met. Staff create a calm, comfortable environment for children who need to rest. They regularly check that children remain safe while they sleep.

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Children's welfare and wellbeing Expected standard

Children enjoy outdoor play. Pre-school children concentrate as they attempt to throw balls through holes. This helps develop their hand–eye coordination. Toddlers are supported by staff to safely navigate steps on a slide, while others use their leg muscles to push themselves along on ride-on toys.

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Children's welfare and wellbeing Expected standard

Leaders and staff encourage children's early independence skills, which are embedded in daily routines. Pre-school children access the toilet, wash their hands before meals, and make choices about activities they wish to participate in. Toddlers are encouraged to get their own nappies from their bags, and babies are asked if they would like their nappy changed. They stop their play, holding up their arms to staff.

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Curriculum and teaching Expected standard

Leaders have developed a broad curriculum that builds on all children's existing knowledge and skills, including children with special educational needs and/or disabilities. Staff understand how to support individual children's next steps during play. For instance, staff strategically position activities at various levels to boost babies' confidence when standing. As a result, babies pull themselves up and independently access the activities on offer.

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Curriculum and teaching Expected standard

Staff are aware of each child's level of ability. They adapt their vocabulary to support early mathematics. For example, toddlers are helped to identify colours, match single-digit numbers and count. Pre-school children are encouraged to recognise and compare different-sized dinosaurs. This helps each child consistently build on what they already know and can do.

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Curriculum and teaching Expected standard

Staff support smooth transitions for all children. They know some babies and toddlers need gentle reassurance at key times during the daily routine. Familiar staff provide support, using items from home to provide additional comfort. This helps children settle quickly, ensuring continuity of care and learning.

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Curriculum and teaching Expected standard

Large-group activities are not yet organised well enough. Some pre-school children wait for unnecessarily long periods, starting to become bored due to a lack of direct engagement from staff. As a result, these children disengage from the activity and start to create their own entertainment.

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Inclusion Expected standard

Leaders and staff know the children in their care well. They assess children's development to identify and provide tailored support for those with special educational needs and/or disabilities (SEND) and those who may face barriers to learning. They regularly observe children's progress to ensure that they make steady progress from their starting points.

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Inclusion Expected standard

While staff work with external professionals to embed tailored plans to help children achieve their targets, there are minor occasions when key staff members are not informed of all agency involvement in a timely manner. This means there could be potential delays in ensuring that those children receive all the targeted support needed to enable them to make rapid progress.

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Inclusion Expected standard

Leaders use funding effectively to support children. Targeted funding is used to support one- to-one interventions for children with SEND and purchase appropriate resources to support children's development. Leaders work with staff to monitor and review the impact this has on learning to ensure that it helps to improve outcomes for children.

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Leadership and governance Expected standard

Leaders are reflective and strive to provide children with the best experiences and learning environment they can. They have an accurate view of the nursery's strengths and areas for development. They monitor practice through regular observations and discussions with staff. Leaders use this information to plan relevant training and support.

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Leadership and governance Expected standard

Leaders fully consider staff's wellbeing and workload in their decision-making, ensuring that support is available when needed and expectations are realistic. This helps maintain a safe and positive environment for everyone. Staff say they enjoy working at the nursery and that leaders are supportive.

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Leadership and governance Expected standard

Leaders work well with external professionals so children, including those with special educational needs and/or disabilities, receive appropriate and targeted support. They recognise there are occasional delays in sharing assessments received from external professionals with children's key persons. These minor delays in implementing recommended support do not ensure that children make rapid progress.

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Leadership and governance Expected standard

Leaders and staff develop positive relationships with parents. Parents say they receive effective communication from the setting and regular updates on their child's progress. Parents state their children are making new friends and have developed their speaking and listening skills. They believe their children are ready for school.

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

Children enjoy their time at this welcoming nursery. All children build secure attachments with their key person, helping them settle quickly and feel safe and secure. For example, babies confidently explore the enticing activities on offer, with staff providing gentle reassurance when needed. Babies use their senses to feel different textures on sensory mats, and others enjoy crunching up cereal and feeling it run through their fingers.

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

Children are supported to develop their growing independence skills. For example, toddlers are encouraged to dispose of their leftover food and put their dirty plates in a bowl. Pre- school children pour drinks and use tongs to serve themselves vegetable sticks. When spillages accidentally occur, children readily use cloths to wipe up the mess. These experiences help children to do as much for themselves as possible.

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

Leaders promote an inclusive environment for all children. Staff set out a varied range of activities that reflect children's interests and abilities, closely aligning them with their next steps. As a result, all children, including those with special educational needs and/or disabilities, make good progress from their starting points.

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

Children show excitement as they get ready to play in the outdoor environment. Staff provide safe supervision and support as children navigate small climbing frames and use the slide. This helps children develop their physical skills. Pre-school children work together to collect small wooden planks. They bend and stretch as they safely move these to their chosen destination, lining them up to create a pathway. Staff support the children in sharing this area with others who express a desire to line their toy dinosaurs along the pathway. Children are developing the social skills needed to play and learn cooperatively with others and build friendships.

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Next steps

Leaders should strengthen staff activity planning to ensure that required resources are readily available to enable children to focus and engage in meaningful learning. Leaders should ensure that key staff receive timely updates regarding assessments carried out by external agencies, enabling them to provide targeted support for children with special educational needs and/or disabilities. Leaders should encourage staff to implement consistent behaviour management strategies that build on pre-school children's understanding of expectations. Leaders should enhance the organisation of large-group times to avoid lengthy waiting periods for pre-school children and maximise their time spent in purposeful learning.

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About this inspection

The inspector spoke with leaders, practitioners, and the SENCo 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:

Unit 1, 2 and 3 Mandarin Court Hilton DE65 5FJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: LOTS FOR TOTS CHILDCARE 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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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. 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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