Tiny Miracles LTD

Tiny Miracles LTD

Unique reference number (URN): 2751658 Address: 69 Mansfield Road, ILFORD, Essex, IG1 3BB Type: Childcare on non-domestic premises Registered with Ofsted: 10/10/2023 Registers: EYR Registered person: Tiny Miracles 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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Inclusion Strong standard

Staff inherently promote and value children's individual differences within this highly inclusive nursery. They work with notable consistency and impressive precision to identify children with special educational needs and/or disabilities at the earliest stage. Leaders and staff take a graduated approach, which helps ensure the levels of support continue to meet the children's needs. Targeted support is implemented swiftly, ensuring that children receive the help they need to make positive progress. Staff forge successful partnerships with parents, carers and external professionals, using this collaboration to secure the best possible outcomes. As a result, all children, including those who may face additional barriers, achieve well from their starting points.

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Inclusion Strong standard

Staff provide highly effective support for children who speak English as an additional language, ensuring they remain fully included in all aspects of nursery life while developing their confidence and understanding of English. For instance, they use key vocabulary from children's home languages, alongside English, to strengthen communication and help children feel understood and valued. Staff also make skilled use of visual prompts, gestures and objects of reference to reinforce meaning and promote children's active participation. As a result, children who are new to English engage well, build secure understanding and make progress in their language development.

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Inclusion Strong standard

For children who receive additional funding, staff undertake careful assessments of individual needs and use this funding strategically to maximise its impact. For example, the pupil premium is used effectively to secure targeted resources that support children in developing to their full potential.

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Achievement Expected standard

Children achieve well from their different starting points as a result of the setting's curriculum and teaching. During their time at the nursery, children acquire the necessary foundational knowledge required to be school ready. This includes developing self-care skills, improving communication and language, and growing in confidence. Children with special educational needs and/or disabilities receive enhanced support that helps them to achieve.

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Achievement Expected standard

Children who speak English as an additional language quickly learn that they can communicate with others to express their wants and needs in both languages or through Makaton. In most cases, children learn to recognise their own achievements and strengths, which provides them with a sense of pride. Typically, children focus their attention and maintain increasingly high levels of concentration. Leaders should now focus on how well children develop resilience, when faced with new challenges.

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Behaviour, attitudes and establishing routines Expected standard

Leaders set clear expectations for behaviour, and these are usually understood and followed well by most children. Staff use shared strategies to promote positive attitudes and to encourage children to play alongside one another. For instance, when manipulating play dough to form different shapes, staff champion children to persevere, cooperate and take turns. Thoughtful interventions are carefully tailored for children with special educational needs and/or disabilities.

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Behaviour, attitudes and establishing routines Expected standard

Staff remind children about rules, such as using their 'walking feet' indoors and 'kind hands' when playing in the garden. However, staff do not consistently teach children the reasons these rules are important. Therefore, children do not always build on their understanding of rules and boundaries to help them regulate their actions independently.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff use the recently implemented 'emotion coaching' to support children with their behaviour and communication. Leaders have begun to see early impact, with children better able to manage their feelings and emotions. Leaders monitor children's attendance regularly and support families in developing regular attendance habits so that children do not miss out on their early education.

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Children's welfare and wellbeing Expected standard

Effective settling-in procedures help children move smoothly from their parents' care into the setting. Key persons build positive attachments with children, supporting their emotional wellbeing. Children play and learn in an environment that feels safe, welcoming and secure. Safe eating routines support children to enjoy a nutritious diet. This helps children understand that leading a healthy lifestyle is a priority in this setting. For example, children learn how to brush their teeth and how it helps to maintain effective oral hygiene. Children are boosted by nurturing staff to exercise freely in the enabling outdoor area. Staff teach children how to use the equipment safely and remind them to take care of themselves and others when outside.

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Children's welfare and wellbeing Expected standard

Leaders have created a welcoming environment, where children's wellbeing is high profile. For example, the recently implemented emotional coaching is being monitored on how it supports children to recognise and manage their emotions. They get down to the children's level and ask them how they are. They show genuine interest in what children are doing and seek to understand how they feel. This helps children to feel valued and connected. Children learn the importance of managing their own self-care. Children wash their hands and understand why it is important to do this before eating and after using the toilet. Staff and leaders are responsive to the varying needs of the changing circumstances of the individual children and families.

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Curriculum and teaching Expected standard

Leaders possess an accurate understanding of the quality of the curriculum. It is well designed and sequenced appropriately to build on what children know and can do. The curriculum is ambitious and sharply focused on promoting communication and language. Children excitedly chat while creating a soundscape for the story using bottles filled with cotton wool, twigs, soil and water. This auditory and sensory experience ignites their interest and inspires them to use new vocabulary, such as 'softly' and 'crunchy'. Staff confidently describe what they want children to learn and demonstrate how they will support them, including adapting their teaching to meet the needs of children with special educational needs and/or disabilities. However, on occasion, staff do not provide children with sufficient time to think and respond to questions. Enhancing staff practice to ensure interactions are embedded and consistently of a high standard would further strengthen the impact.

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Curriculum and teaching Expected standard

Staff integrate mathematical concepts throughout children's play. For example, after they learn about different dinosaur names, they encourage children to count the dinosaurs in the sand tray and compare their sizes, enabling them to apply mathematical language and reasoning in meaningful contexts. Children develop the physical skills expected for their age. Younger children develop their gross motor skills by riding bikes in the spacious garden and by learning to climb stairs safely as part of their routines. Older children practise their fine motor control in fun and engaging ways. For example, when learning about people in the community who help them, they squeeze the water spray bottles onto the painted fire scene to help the fire brigade put out the fire. Staff prioritise children's personal, social and emotional development. They encourage children to play alongside one another and develop their social interactions. Staff teach children how to recognise how they are feeling

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Curriculum and teaching Expected standard

and find appropriate ways to express themselves.

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Leadership and governance Expected standard

Leaders demonstrate a commitment to supporting children and families in the local community. They possess a clear, ambitious vision to provide all children, including those with special educational needs and/or disabilities, with high-quality education and care.

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Leadership and governance Expected standard

Parent partnerships are effective. Parents appreciate the regular communication and are pleased with the progress that their children make. They are invited to special events to help them build on learning at home.

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Leadership and governance Expected standard

Staff feel well supported and have regular supervision meetings with the leader. They are given wider opportunities to improve their practice, for example, through peer observations and coaching. Staff complete the statutory training required and continue to enhance their knowledge through regular updates and additional training. Leaders are receptive and reflective and have clear plans in place to improve elements of practice that they identify as needing more time to embed. For example, recent initiatives to support children's oral health and emotional literacy are being monitored closely. Leaders have already identified suitable next steps to improve the overall impact these implemented strategies have on children's learning and development. Leaders are working towards a more detailed and perceptive analysis of the setting's strengths and areas for development that will further impact the overall quality of the provision and practice.

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

Children arrive ready to begin their day and follow familiar routines with growing confidence, such as hanging up their coats and entering their rooms calmly and happily. Children settle quickly into play, supported by the calm reassurance and attentive guidance of dedicated staff. Children demonstrate a sense of belonging within this inclusive and nurturing setting. All children, especially those with special educational needs and/or disabilities, are included, kept safe and supported throughout their time at the setting. They receive the right help at the right time. Consequently, children access and enjoy the well-designed curriculum and make progress.

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

Staff provide positive role modelling and join in with children's play. Children are exposed to rich language and vocabulary that motivates them to participate and builds confidence and communication skills. Children focus well as they create butterflies using play dough, rollers and cutters, and triumphantly celebrate the shapes they have made. When the activity finishes, children willingly help to clear the play dough and tools away. Staff acknowledge children's efforts and helpfulness, which supports their growing self-esteem.

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

Children have fun in the well-resourced garden. The outdoor provision supports children's physical development, enjoyment and social development effectively. Children enthusiastically join their friends during outdoor circle time to find out 'what is in the box' and are excited by the parachute games that staff confidently lead. Children negotiate the space and take turns to ride the bikes, while others use the paints to express themselves or dig and discover in the enticing sand tray. Children are engrossed in the outdoor construction site. It sparks children's imagination and enhances their executive function. For example, children practise cognitive flexibility and think about the different ways that they can build a wall using the different types and sizes of bricks.

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

Parents resoundingly provide feedback about how leaders have created 'a special place', where children 'make lots of progress' and 'develop confidence and independence'.

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Next steps

Leaders should ensure expectations for behaviour are reinforced consistently, so that children learn to regulate their actions with more independence. Leaders should strengthen the quality of interactions further to ensure children are provided with enough time to think and respond. Leaders should focus on how well children achieve and develop resilience, when faced with new challenges.

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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 - 18:30

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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, the designated safeguarding lead, the special educational needs coordinator, staff, parents 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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