Tiny Town Daycare Ltd

Tiny Town Daycare Ltd

Unique reference number (URN): 2756134 Address: Bonny Downs Community Association, The Well, 49 Vicarage Lane, London, E6 6DQ Type: Childcare on non-domestic premises Registered with Ofsted: 20/10/2023 Registers: EYR, CCR Registered person: Tiny Town Daycare 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

Children's welfare and wellbeing are promoted consistently through thoughtful and individualised care practices. Leaders have established robust systems to review policies and procedures, adapting them promptly when necessary. Staff are sensitive towards younger children, giving them time and gaining consent before tending to their intimate care needs. Key-person relationships are very secure and responsive. This helps children to feel safe, confident and ready to explore. Staff know children very well. They use sensitive and purposeful interactions to help older children talk about their feelings. Staff model vocabulary to build on the language children need to express themselves confidently.

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Children's welfare and wellbeing Strong standard

Care practices are adapted skilfully for children's individual needs, including for children with special educational needs and/or disabilities or those facing other barriers to their wellbeing. Staff work closely with parents and carers. This ensures that approaches are aligned and children receive consistency in their care.

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Children's welfare and wellbeing Strong standard

Staff support children very well to learn how to be healthy. They enjoy plenty of opportunities to be physically active. Children are offered a range of appetising and healthy meals, and they can make their own healthy choices during snack times. Leaders collect detailed information about children when they start at the nursery. For example, they support all children's dietary requirements and offer alternatives. Children build their independence skills consecutively. For instance, during mealtimes, babies hold spoons and begin to feed themselves. Older children serve themselves from large dishes.

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Inclusion Strong standard

Leaders have very high aspirations for all children. They monitor children's progress with precision and identify children's individual needs swiftly. Leaders prioritise referrals to agencies to provide early support, such as for speech and language. This helps children to receive the right support at the right time. Leaders and staff work closely with parents and carers and other professionals to meet all children's needs. Leaders have introduced a bespoke intervention programme to support children's communications skills. Staff have received specific training to enable them to implement this successfully.

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Inclusion Strong standard

Staff celebrate cultural diversity through meaningful experiences. They weave children's home languages, traditions and lived experiences into daily practice. Staff invite families into the nursery to share their skills and cultural heritage. Families enjoy plenty of opportunities to join the children for nursery events. For example, children and staff are preparing for the upcoming Mother's Day tea party.

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Inclusion Strong standard

Staff plan teaching carefully for children with special educational needs and/or disabilities (SEND). They deliver targeted speech and language activities that build children's attention, engagement and communication. Staff adapt learning through focused interventions and small groups, ensuring that children with SEND access the curriculum alongside their peers.

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Expected standard

They know how to use additional funding to make informed decisions that improve outcomes for children.

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Leadership and governance Strong standard

Leaders monitor progress robustly. They accurately identify aspects of their setting for improvement and adapt provision to best support the learning and development experiences of children. Leaders are working on embedding the improvements needed. They have a consistent focus on securing excellence for all children at the nursery.

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Leadership and governance Strong standard

Leaders have a secure understanding of how the nursery operates daily. They have made consistent, timely and highly impactful improvements since taking over the nursery and its staff team. For example, they regularly observe practice first hand and talk with staff, giving valued training and mentoring where needed. Although there are some minor gaps in staff's teaching skills, improvements are rapid and highly effective. Leaders make informed decisions about what benefits children most. For example, leaders trialled a system where staff observed each other, giving praise and suggestions to improve practice. Although this is still in its infancy, staff have become more confident and value this peer feedback.

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Leadership and governance Strong standard

Leaders are reflective and prioritise staff's professional development through an established appraisal system, regular supervision sessions and coaching sessions. For example, staff receive training on creative circle times. This supports positive quality teaching and interactions. Leaders prioritise staff's wellbeing. They create a supportive culture, where staff's workload is carefully managed.

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Leadership and governance Strong standard

Partnership working is a significant strength. Leaders work very well with external professionals, particularly when securing support or clear information that is required to prioritise children's learning and wellbeing. They build trusting relationships with families and support them sensitively. Leaders recognise that close collaboration improves children's outcomes.

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Achievement Expected standard

Despite some occasional weaknesses in teaching, all children typically make positive progress from their starting points, particularly in their communication and language. Children develop confidence in their social and language skills. They generally achieve well across most areas of the curriculum. Children benefit from regular opportunities to develop their language through high-quality interactions.

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Achievement Expected standard

Children who face barriers to learning continue to make consistent progress despite their needs. This includes children who are known or were previously known to children's social care. Children with special educational needs and/or disabilities also make progress in relation to their individual starting points. For example, they engage in daily singing, storytelling and circle-time discussions.

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Behaviour, attitudes and establishing routines Expected standard

All staff have high expectations of children's behaviour and attitudes to learning. These expectations are commonly understood by staff, children and parents and carers. Staff take action to support children who need extra help to feel emotionally secure and safe. They consider children's individual needs to adjust routines to help them feel ready to learn. Staff teach children to be kind to others so that children play happily alongside one another. Staff encourage children's best behaviour. Children receive praise for being thoughtful and kind. They behave extremely well and are very motivated in their learning. Children are busy in their learning, working together to build structures with their friends or playing alongside adults who extend their thinking.

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Behaviour, attitudes and establishing routines Expected standard

Staff work diligently to form deep relations with children from the very start. Babies have positive and secure attachments with their key persons, which promotes a positive learning environment. Staff have established daily routines and activities that foster confidence in children. Older children seamlessly transition between activities, such as story sessions, mealtimes and outdoor play.

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Behaviour, attitudes and establishing routines Expected standard

Staff encourage children to share, and even young children show their understanding of this. For instance, toddlers wait patiently and say 'my turn' when their friends have finished stirring a cake mixture. Leaders know the importance of children's attendance and act promptly to help address any barriers families face. They monitor closely, working with parents and carers to help them to recognise the importance of their children attending.

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Curriculum and teaching Expected standard

The curriculum is well sequenced and builds on what children already know and can do. Leaders prioritise supporting children's personal, social and emotional skills to help them to thrive. Monitoring of children's development is part of everyday practice. Children are well prepared for the next stage in their learning, including moving on to school.

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Curriculum and teaching Expected standard

Staff weave books naturally into everyday routines. Story time is calm and engaging, with children encouraged to talk, predict and reflect. This nurtures a genuine love of books. Children regularly choose books independently and enjoy sharing stories throughout the day.

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Curriculum and teaching Expected standard

Staff teach communication and language well. They sing with children, pausing to encourage them to join in, and they read stories when children request them. However, staff do not support children's mathematical development as well as they support their communication and language. For example, during a cooking activity, staff do not encourage children to count or measure ingredients to develop their mathematical knowledge further.

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Curriculum and teaching Expected standard

Adult-led opportunities are typically matched well to children's individual needs and promote progress. At times, however, these are not organised well enough to consistently develop children's knowledge and understanding to help them to gain fully from the learning experience. For example, on occasion, as children have to wait for extended periods for a turn, they lose interest while they wait. Staff do not fully explain what is happening, and, as a result, children do not learn what happens next.

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

Children are happy, settle quickly and form warm relationships with staff, which helps them feel they belong. Leaders and staff welcome families warmly and make sure that communication is accessible. Staff greet parents and carers personally each day and share clear updates through conversations. These approaches help families, including those who speak English as an additional language, feel informed, included and part of the setting's community.

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

Staff establish calm, consistent and predictable routines throughout the day. These routines help children to feel safe, secure and confident in the environment. Children approach staff readily for reassurance, comfort or support. They show emotional security and trust in the staff who care for them. Staff recognise and value each child as a unique individual. They have a secure understanding of the barriers some children have to their learning and wellbeing. Staff identify children's emerging needs quickly and take prompt action to support children.

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

Leaders have designed a curriculum that prioritises the knowledge and skills children need for the next stage of their education. They sequence learning carefully so that activities build on what children already know and can do. This builds the skills children need for their future learning. Staff tailor teaching for children at different stages in their development. For example, during group times, babies enjoy familiar action songs, toddlers can identify body parts and older children explore rhyming sounds.

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Address:

Bonny Downs Community Association The Well, 49 Vicarage Lane London E6 6DQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tiny Town Daycare Ltd Children's physical, personal, social and emotional development is prioritised. Staff help children to manage routines, share resources and take turns. They adapt their interactions so children who need additional help can participate. Staff support children's communication and language throughout the day by narrating play, asking questions that prompt thinking and modelling vocabulary.

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Next steps

Leaders should support staff to organise adult-led activities more effectively to maximise children's learning potential. Leaders should strengthen the teaching of mathematics by sequencing children's learning more carefully, ensuring that they build a secure understanding.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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. Register(s): EYR, CCR

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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

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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