The Tiddly Toes Partnership

The Tiddly Toes Partnership

Unique reference number (URN): 2782508 Address: Westbourne Community Hall, River Street, Emsworth, PO10 8TG Type: Childcare on non-domestic premises Registered with Ofsted: 11/03/2024 Registers: EYR, CCR, VCR Registered person: The Tiddly Toes Partnership

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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 are making excellent progress in their development. They have individual next steps to challenge them to achieve more. Children who have special educational needs and/or disabilities are achieving their targets in their individual education plans. All children are confident, independent learners. They are proud of their achievements and relish the opportunities on offer. They have a love for learning. For example, they focus on their chosen activity for a long period of time or until it is completed.

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Achievement Strong standard

Children have fantastic listening and attention skills. For instance, they all join for circle time at the beginning of the session. They listen to the staff and join in with welcome songs and signing. Staff provide adult-led teaching to fully embed the children's skills. Children are fully prepared for the next stage of their learning, in particular school readiness.

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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well. They follow the rules and routines with ease. Staff use different strategies to support children to manage their behaviour. For example, children who have barriers to their learning benefit from calming music, while other children manage well with visual aids. Staff gain children's attention in a thoughtful manner and children follow instructions well. Staff praise children continually for their achievements, which makes them feel proud. Staff lead discussions on making positive choices in their play. Children understand and explain what a 'good' or 'bad' choice might look like. Children have positive attitudes towards their learning and enjoy their experiences.

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Behaviour, attitudes and establishing routines Strong standard

Staff have built warm and trusting relationships with children. The key-person system is robust. Staff know their key children extremely well and manage their needs with ease. Staff are positive role models for children, teaching them to be kind and respectful. For example, children learn to share and take turns using a sand timer. Children play very well together and are beginning to form close friendships. They behave well and demonstrate impeccable manners.

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Behaviour, attitudes and establishing routines Strong standard

Leaders consistently take decisive, evidence-led action to anticipate, identify and tackle barriers to attendance. For example, they log all absences and review trends and patterns. This helps to promote children's welfare, ensuring they are safe from harm, as well as preparing them for school.

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Children's welfare and wellbeing Strong standard

Leaders promote children's wellbeing and welfare extremely well. Staff's knowledge of each child and their family is extremely robust. Staff follow routines that families have already established to ensure children benefit from continuity and feel secure. For example, staff follow children's home sleep routines, while following safe-sleeping guidance. Staff are highly responsive to the varying needs of all children. Children show that they are happy and feel safe here. Staff support children to understand and manage their emotions. They use a range of approaches to help them self-regulate. For instance, children have access to a 'take-a-break' area. This allows children to remove themselves to a quieter area where they have access to appropriate resources while they regain their composure. Children have a secure sense of emotional wellbeing and high levels of self-esteem.

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Children's welfare and wellbeing Strong standard

Leaders promote healthy eating very well. They give children opportunities to try new healthy foods, such as eggs with spinach, beansprouts and peppers. Leaders and staff communicate with children, parents and carers about healthy habits. Leaders follow advice from external agencies to support children with special educational needs and/or disabilities to try new foods. Children socialise well, especially at mealtimes. Staff use these opportunities to prioritise discussions relating to food and to teach manners and social skills.

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Children's welfare and wellbeing Strong standard

Children follow hygiene practices well. Staff help children to develop their independence skills. For example, children know they need to wash their hands before eating. Children have regular access to outdoor areas and go on outings in the local community. For instance, they visit the local stream and parks. Staff follow a robust policy when leaving the setting, including thorough risk assessments. Children understand the importance of keeping themselves safe.

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Curriculum and teaching Strong standard

Leaders ensure the curriculum is inclusive for all. It is an ambitious curriculum that reflects the high expectations for all children. For example, older children competently use strategies that support their early reading and writing skills. It is sequenced well to prepare children for the next stage of their learning. Staff are highly skilled and demonstrate high standards of teaching. Leaders role model best practice for all staff. Every child has specific targets that help them to progress well in their development, including children who have barriers to their learning. Staff are quick to identify gaps in children's learning and to provide relevant support. There is a sharp focus on developing children's independence skills.

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Curriculum and teaching Strong standard

Staff plan and implement exciting activities that give children a wealth of opportunities across all areas of learning. Staff promote communication and language development through a range of techniques. For example, staff use signing and visual aids to promote communication skills. Staff regularly sing with children, who join in with enthusiasm. Staff ask questions using age-appropriate language, which extends children's knowledge and understanding. For instance, staff have discussions with children about life cycles. Children demonstrate mature communication skills and can hold conversations with staff and their peers.

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Curriculum and teaching Strong standard

Staff use a range of mathematical equipment and approaches to extend children's learning. For example, children create pictures using magnetic shapes. Staff plan group activities to teach children about shapes, including their properties. Children enjoy exploring weight using scales and recognise numbers on a calculator. Children successfully take part in counting activities in many situations. For instance, they count the farm animals. Staff promote and extend children's physical development. Children join in with music and movement sessions, climb on large equipment and move their bodies as they make marks. Staff differentiate activities and their teaching to meet the needs of all children. They are fully aware of what children need to learn, develop and master. Staff regularly share the progress that children make with parents.

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Inclusion Strong standard

Leaders maintain a highly inclusive culture across the whole setting. Staff monitor each child's development thoroughly. This enables them to identify needs quickly and accurately. Leaders understand the importance of early help and work closely with external agencies. For example, staff work with speech and language therapists and portage services. Staff implement strategies that they receive from agencies, training and families to support children's wellbeing and learning. Leaders have in-depth knowledge and superb skills to help them support children with special educational needs and/or disabilities (SEND). They provide training and role model how to support these children for other staff. All staff have high expectations for children and work hard to reduce any barriers to their learning. They make adaptations that are systematically and skilfully adjusted, when needed. Children with SEND are happy and enjoy their experiences, which make a significant impact on their

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Inclusion Strong standard

Leaders effectively use early years pupil premium funding to support disadvantaged children. For instance, they provide extra resources, such as books that they can take home. Leaders also provide toothbrushing sets for families that include the necessary equipment and information. Leaders work closely with services that support children who are known (or previously known) to social care. This includes attending regular meetings, where leaders share evidence about children's progress. All children receive the secure and timely support they need to prepare them for their next stage of their learning.

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Leadership and governance Strong standard

Leaders are highly reflective of their practice. They are motivated to improve and maintain high standards of education and care. For example, they are currently planning improvements for their outdoor area. They are continually reviewing their policies and procedures to ensure they are relevant. Leaders regularly complete staff supervisions. They take time to ensure staff's wellbeing is promoted and their workload is manageable, and they encourage training opportunities and discuss children's progress. Staff have access to an online training system and participate in relevant courses, such as baby-specific training. Staff feel extremely well supported by leaders and enjoy their roles. Leaders expect high levels of professionalism from their team. They lead and model practice, which has a significantly positive impact on teaching.

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Leadership and governance Strong standard

Leaders and staff have built secure partnerships with parents and carers. Staff engage regularly with them through daily chats, online systems and at parent meetings. Parents value the support they receive. They are thrilled with the progress their children make and believe that staff give them the best start to their education. Leaders also have excellent relationships with local schools to ensure transitions for all children are manageable and smooth, especially for those who have barriers to their learning. Leaders work closely with schools to support the transition of each child. This includes informing schools about children's needs, triggers to behaviour and the external agencies involved in their care.

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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

Staff enthusiastically greet the children with their own personal welcome, showing they know the children extremely well. Children independently self-register and show excitement to be attending. Staff ask a question on arrival to get them to think. For example, staff ask them if they would rather visit the Moon or Mars. Staff hold children's attention as they join together for circle time. Children know the routines and follow them with ease. Children demonstrate their impeccable listening and attention skills as they sit and wait for the next task. Staff lead

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About this setting

Unique reference number (URN): 2782508 songs and explain the day to children, welcoming those who are new to the setting. Children thrive and show that they feel happy and safe in this environment.

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About this setting

Children access a range of exciting activities, which are a mix of child-led and adult-initiated. Staff have high expectations for and of all children. They have designated key-person group times, which strengthens the already well-established bonds, as well as enhancing learning further. For example, babies engage in a sensory activity where they explore colour-mixing and textures. Children enjoy learning alongside their peers and relish the experiences on offer. Staff make children feel valued. Children have a deep sense of belonging at this setting.

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About this setting

Children are confident, independent learners. They learn new skills, which they then use in their own play. For example, children use their creative and fine motor skills to draw pictures. They then use their communication skills to put meaning to their marks. All children are proud of their successes and achievements, including those who have barriers to their learning. Staff work hard to ensure all children make excellent progress in their learning and development.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children, 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.

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Address:

Westbourne Community Hall River Street Emsworth PO10 8TG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Tiddly Toes Partnership

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Address:

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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