Tiny Robins Day Nursery

Tiny Robins Day Nursery

Unique reference number (URN): EY558627 Address: 443 Derby Road, Nottingham, Nottingham City, NG7 2EB Type: Childcare on non-domestic premises Registered with Ofsted: 29/05/2018 Registers: EYR, CCR Registered person: Tiny Robins Day Nursery 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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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff effectively support children to have positive attitudes to learning. They have created a very respectful and supportive culture where children show they are ready to learn which encourages positive attitudes to life-long learning. Staff consistently manage children's behaviour very effectively. They use a variety of different strategies and techniques to support children to manage how they feel. Staff adapt the techniques they use considering children's different needs, ages and stages of development. Children learn to understand and manage their feelings and regulate their behaviours and responses. Staff skilfully use visual aids to enable all children, including those with special educational needs and/or disabilities, and those known to social care, to share how they feel. For example, staff in all rooms consistently model signs and symbols to support children to communicate their feelings to other children.

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Behaviour, attitudes and establishing routines Strong standard

Leaders are positive role models themselves and model positive attitudes to staff. This incredibly positive ethos cascades to children through the abundance of praise and encouragement they hear throughout the day. This leads to children feeling confident to try new learning and successfully builds their self-esteem. As a result, children have positive attitudes towards learning, are keen to try new things and persevere when learning new skills. Leaders monitor children's attendance, and work collaboratively with parents to help them understand the importance of attendance.

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Children's welfare and wellbeing Strong standard

Children are very well-cared for and their individual needs are consistently met. For example, staff sensitively, calmly and patiently ask each child for consent before changing their nappy. Children show that they feel safe and secure at the nursery as they are confident to explore new learning. Staff know each child and their family incredibly well and respond quickly and thoughtfully to meet their needs. Staff ensure children are always safe as they follow robust procedures. For example, staff supervise children well as they check pathways to make sure they are not slippery after rain.

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Children's welfare and wellbeing Strong standard

Leaders have created a very inclusive environment where every child's welfare matters and is thoughtfully addressed. Staff use the close bonds they have with all children to provide reassurance. For example, they notice when babies start to become upset and immediately provide cuddles and close physical contact to prevent them from becoming distressed. Children with special educational needs and/or disabilities receive sensitive, consistent care that ensures they feel fully included.

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Children's welfare and wellbeing Strong standard

Leaders have implemented robust procedures for ensuring children's allergies and dietary requirements are known by all staff. They train all staff in paediatric first aid to further safeguard children. The nursery provides healthy and nutritious meals which children enjoy and talk about how the vegetables keep their bodies healthy. Children confidently help set the table for lunch and then serve themselves, developing their independence skills very well.

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Inclusion Strong standard

Leaders are passionate about making a difference to the lives of all children, including children with special educational needs and/or disabilities (SEND) and those previously known to children's social care. They have established a very inclusive culture, where children's individual needs are quickly identified and extremely well supported. Leaders support staff to use their robust assessments to enable early identification of children who may need additional support.

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Inclusion Strong standard

Leaders and staff work very collaboratively with parents and other professionals to ensure children with SEND make rapid progress from their starting points. For example, non-verbal children are confident in communicating their needs and thoughts through the use of signs and symbols. Other children are proficient in using non-verbal communication strategies to ensure peer relationships are building successfully. Children with SEND are incredibly well supported, and staff put a variety of plans in place to support their needs. They go above and beyond what is expected of them to ensure all children get the support they need.

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Inclusion Strong standard

Leaders demonstrate a secure understanding of how they use early years pupil premium and additional funding strategically, to support eligible children. Leaders prioritise staff's ongoing training to ensure they have the knowledge and skills to implement a graduated approach to meeting children's needs. They use training effectively to support staff to understand how they can remove barriers so all children can access the curriculum.

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Achievement Expected standard

Generally children make appropriate progress and acquire age- and stage-appropriate skills across all areas of learning and development. This helps them be ready for future learning when they move rooms within nursery or start school. Children with special educational needs and/or disabilities or previously known to social care receive appropriate support as staff work collaboratively with other professionals.

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Achievement Expected standard

Children learn to communicate confidently and use new vocabulary. Babies smile and babble assuredly, while young toddlers using single words with ease. Older children learn to listen and have the ability to share their own thoughts and opinions. Children join in with familiar songs and stories. They learn to move their bodies in different ways as they copy actions to songs and dance to music.

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Achievement Expected standard

Children are very independent. For example, babies and young children choose what they would like to play with and learn to feed themselves. Older children enjoy helping to set the table at mealtimes, serve themselves with food and pour their own drinks.

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Curriculum and teaching Expected standard

Leaders and staff carefully implement a well-planned curriculum that supports learning across all areas of learning. They understand what children can already do and use their assessments of children's abilities to focus precisely on what children need to learn next. Staff plan activities that meet the needs of all children, including those with special educational needs and/or disabilities and those previously known to children's social care. They adapt these activities to ensure all children are included. For example, they use a variety of strategies, including sign language, to ensure all children are able to enjoy stories and singing.

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Curriculum and teaching Expected standard

Overall, teaching is effective as staff understand how children learn. They plan a wide range of activities to support children's learning as well as facilitating child-led play. For example, young children delight in mixing paint together and follow their interest in making new colours. Older children learn how to play co-operatively during imaginative play as they make food in the role-play kitchen. However, at times staff do not use their interactions to fully extend children's learning and achievement.

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Curriculum and teaching Expected standard

Children have daily opportunities to develop their physical skills outside as they climb, run and balance. They develop their smaller muscles as they draw pictures of the characters from their favourite stories. Staff model clear language to babies and toddlers, speaking slowly and calmly and introducing new words to develop vocabulary. Older children have conversations about familiar stories.

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Leadership and governance Expected standard

Leaders provide children with high-quality care and education and have an ambitious vision for the nursery. The curriculum is well sequenced and identifies the skills children should learn at different stages of their development.

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Leadership and governance Expected standard

Staff generally use their interactions with children to meet their individual needs and enhance their learning. Regular stories and singing nursery rhymes extends children's communication and language skills. Children including those with special educational needs and/or disabilities and children who are previously known to social care learn new words and confidently use signs to communicate with non-verbal children. Leaders should continue to embed staff's knowledge and understanding of the curriculum and providing high-quality interactions, to enhance children's learning. Staff work well as a team and feel their well being is carefully considered by leaders.

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Leadership and governance Expected standard

Staff provide regular opportunities for children to develop their physical skills outside and plan specific activities to support children to learn social skills. Staff plan activities to teach children how to work together and to take turns.

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Leadership and governance Expected standard

Overall, parents are happy with the communication and information they receive about their child's daily routines. However, leaders and managers have not ensured that parents understand precisely what their children need to learn next. Parents understand the activities staff plan in each room but not how these activities will support their child's learning. Consequently, they are not able to replicate these accurately at home to continue children's learning and development.

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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 and eagerly enjoy exploring lots of different play activities at this friendly, welcoming and inclusive nursery. They are well settled and eager to see staff who they include in their play ideas. For example, babies use percussion instruments with staff to make music and older children make play dough with staff and talk about the changes to the ingredients. Children build secure attachments with staff who provide lots of reassurance and praise to support children's self-esteem and confidence. Staff promptly identify when babies need emotional support and offer them comfort and reassurance. They help children to settle quickly and follow children's interests and generally support their learning. Young children enjoy rolling dough and cutting out shapes as they develop their smaller muscles. Staff encourage them to look at and talk about the different shapes they are making to support young children's early language skills.

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

Children including those with special educational needs and/or disabilities and those previously known to social care make typical progress from their starting points. Children are well prepared for their next stage of development and gain the skills they need to move on to school. For example, children learn to make friends and play co-operatively with other children. Young children show kindness to their friends with gentle encouragement from staff, such as learning to share the toys with each other. This helps them learn how they are expected to behave.

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

Leaders and staff generally work closely with parents and carers. They share relevant information, such as the importance of punctuality and regular attendance. Leaders work

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Address:

443 Derby Road Nottingham Nottingham City NG7 2EB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tiny Robins Day Nursery Ltd

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Address:

Register(s): EYR, CCR with parents to improve outcomes for children, such as managing impending changes in children's lives.

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Next steps

Leaders should continue to embed staff's understanding of the curriculum and high-quality interactions through further training. Leaders should further develop parent partnerships to ensure all parents receive information about all aspects of children's learning and development.

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About this inspection

The inspector spoke with leaders, SENCo, practitioners, 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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