Little Tinkers

Little Tinkers

Unique reference number (URN): EY375779 Address: Scocus Barn, Five Ashes, Mayfield, East Sussex, TN20 6JJ Type: Childcare on non-domestic premises Registered with Ofsted: 04/03/2009 Registers: EYR, CCR, VCR Registered person: Hanna, Ellen

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm.

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Safeguarding standards not met

Leaders do not monitor safeguarding arrangements closely enough to ensure these fully comply with local safeguarding board procedures. In particular, the processes in place to respond to an allegation against a member of staff, or to refer concerns about staff, are not sufficiently secure. Leaders and those staff with responsibility for safeguarding have a better understanding of the action to take to respond to any concerns about the welfare of children.

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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 progress extremely well in all areas. They become highly motivated and independent learners in preparation for moving on in their education. Children are confident to create, lead their own play and to ask for support when needed. They use their rapidly developing language to take part in animated back-and-forth conversations, ask questions and share their ideas. Children recall language and information they have gained during adult-led activities to enhance their games. For example, they engage in complex 'shop' role play. They also use collaging skills they have been taught to create freely expressive artwork.

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Achievement Strong standard

Children gain an extremely impressive knowledge of the natural world. For example, when older children find a tray of sprouting potatoes, they immediately recognise the shoots and discuss the many ways that potatoes can be cooked and served. Children demonstrate their mathematical understanding as they confidently count and compare shapes and sizes.

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Achievement Strong standard

All children, from babies through to those in the pre-school, develop control and coordination as they engage in a broad range of physical activities and gain coordination and control. Children also take part in activities to hone specific skills, such as tennis lessons.

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Behaviour, attitudes and establishing routines Strong standard

The very positive, friendly atmosphere created by leaders and staff significantly enhances children's enjoyment and learning. Throughout the nursery, children are busy and engaged. They develop wonderful social skills as they play collaboratively and make real friendships. With the support of staff, children develop very mature behaviour. Children respond very well to the clear explanations and gentle reminders of staff. All staff tailor their support to the age and stage of each child. For example, those working with the youngest children consistently get down to their level and speak softly.

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Behaviour, attitudes and establishing routines Strong standard

There is a clear but relaxed routine. This provides children with a sense of security, while also giving them the freedom to become fully absorbed in their uninterrupted play. For example, the organisation of snacks allows children to choose when they are ready to eat.

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Behaviour, attitudes and establishing routines Strong standard

Children form extremely close relationships with leaders and staff, actively seeking them out for attention and to involve them in their play. Children listen intently to things that staff say and confidently share their ideas during activities.

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Behaviour, attitudes and establishing routines Strong standard

Leaders recognise the benefit to children of regular, punctual attendance and work with parents to promote this.

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Curriculum and teaching Strong standard

Leaders have very clear intentions for the learning and development of all children. They implement what they refer to as a 'slow curriculum', which covers all areas of learning. This is aimed at sequencing and embedding children's learning over time, so that knowledge becomes fully secure. Leaders and staff make effective use of ongoing observation and assessment to monitor children's progress. This enables them to identify and swiftly address any emerging gaps in children's learning highly successfully.

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Curriculum and teaching Strong standard

Staff teach children specific skills, such as mathematical understanding and how to use art and craft materials. They encourage them to repeat and practise skills during their freely chosen play. The inspiring learning environment has been thoughtfully and effectively organised to enable children to build on what they have learned through exploration and discovery.

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Curriculum and teaching Strong standard

There is a tremendous focus on promoting children's independence and confidence to help them to be ready for the next stage in their learning. The youngest children receive the support they need to feel comfortable and settled, as well as the freedom to choose the toys they want to play with. As children move through the nursery, staff expertly introduce more complex ideas and help children to master new skills at a pace that suits their individual needs. For example, while all children regularly visit the farm animals, older children confidently help staff with tasks such as feeding and collecting eggs.

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Curriculum and teaching Strong standard

Staff help children to develop a love of books and build on their fascination of different stories to introduce new learning. The environment is rich in spoken language. Staff use their one-to-one interactions and large-group sessions, including story times, to introduce children to new language.

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Children's welfare and wellbeing Expected standard

The health and care needs of children are met through the effective key-person arrangements. Leaders and staff are committed to providing each child with the individualised support they need. Nappy changing routines and sleep arrangements are appropriate, and staff offer support to help children to learn about oral health.

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Children's welfare and wellbeing Expected standard

Children spend much of their time outside, visiting the farm animals and often playing in areas that are muddy. Staff ensure that they follow appropriate hygiene practices, including regular handwashing. Staff also follow appropriate procedures when preparing and serving food. They prepare fresh snacks during the morning and afternoon sessions, and children bring in packed lunches. Staff use temperature probes to make sure that any food that is reheated is at the correct temperature. Leaders have recently issued reminders to ensure that lunch boxes do not contain any nuts and are communicating with parents to more effectively promote healthy eating.

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Children's welfare and wellbeing Expected standard

Staff support children to develop as unique individuals and nurture their emotional wellbeing. They very successfully teach children the skills they need to understand how to manage their own behaviour and to interact effectively with others.

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Children's welfare and wellbeing Expected standard

Leaders and staff implement a range of appropriate risk assessments. For example, they ensure that children are fully supervised when spending time with visitors, eating and using the outside areas.

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Inclusion Expected standard

Leaders and staff have recent experience of successfully supporting children with special educational needs and/or disabilities (SEND). They understand how to work in partnership with parents and other relevant professionals to identify and support children's individual needs. Although there were no children on roll with SEND at the time of the inspection, staff know how to implement a personalised, graduated approach to support children's continuous progress.

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Inclusion Expected standard

Staff use their thorough knowledge of the children in their care to plan activities and experiences that reflect their individual interests and specific learning needs. They effectively adapt their interactions to successfully engage and include children. For example, staff recognise that some children need gentle support and encouragement to feel comfortable to speak out in front of a large group. They manage these situations sensitively, enabling children to develop their confidence over time.

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Inclusion Expected standard

Overall, additional funding is used effectively to support the children for whom it is allocated. For example, leaders pay for additional staff hours to provide more focused support for children at relevant times during the day.

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Leadership and governance Urgent improvement

Weaknesses exist in the oversight of safeguarding knowledge and procedures. Leaders do not focus sharply enough on ensuring that all those with lead safeguarding roles understand their individual responsibilities. For example, leaders do not have sufficiently secure arrangements to ensure that the correct procedure would be followed in the event of an allegation against a member of staff.

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Leadership and governance Urgent improvement

Leaders are aware of, and celebrate, the strengths within their provision. They have also committed to promoting ongoing improvement. For example, they have recently created information for parents to help them understand the importance of regular, punctual attendance. They are also currently working to strengthen the supervision and support for staff.

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Leadership and governance Urgent improvement

The warm, family atmosphere the leaders create results in high staff morale and effective communication. Staff feel that their workload is manageable and that they are supported well by leaders.

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Leadership and governance Urgent improvement

Partnerships with parents are effective. Parents feed back positively about the progress their children make. Leaders and staff greet each parent as they drop off and collect their child to share relevant information. Leaders also invite parents in to share their skills and knowledge, such as dentists and firefighters.

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Leadership and governance Urgent improvement

The arrangements to promote the security of the premises and to risk assess activities are effective. Leaders spend a lot of time in group rooms, monitoring all aspects of the care and teaching provided.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

Safeguarding arrangements are not sufficiently secure. Leaders and staff do not have a thorough knowledge of all aspects of their safeguarding roles. This includes the procedure to follow in the event of an allegation against a member of staff. This does not adequately ensure children's safety and wellbeing. In all respects other than safeguarding, children's needs are met well.

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

Children very eagerly take part in the broad and exciting range of activities on offer. They spend much of the day busily engaged in play and learning. For example, older children confidently explore their environment, happily engaging in elaborate role-play games with their friends. They spend a lot of time outdoors. They help staff to tend to the many farm animals, learning about the natural world, and take part in a lot of active play. Children also thoroughly enjoy the adult-led activities, including listening to staff reading stories, and focusing on naming fruits, colours and sizes as they explore play dough. Babies settle extremely well with their trusted carers and develop the confidence to explore and investigate.

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

The environment is stimulating, lively and very positive. Children use their impressive communication and language skills to hold conversations, express their views and ask questions. All children achieve very well as they benefit from teaching that steadily builds on what they know and can do. Leaders and staff develop a very thorough knowledge of each child's interests, personality and learning style. This enables them to ensure that any barriers to learning are anticipated and addressed.

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Address:

Scocus Barn Five Ashes Mayfield East Sussex TN20 6JJ

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Address:

Type: Childcare on non-domestic premises

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

ensure that leaders and staff have the knowledge needed to identify and respond to safeguarding concerns, including the procedure to follow in the event of an allegation against a member of staff. 17/04/2026

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About this inspection

The inspectors spoke with leaders, practitioners and 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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Registration date: 04/03/2009

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About this inspection

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