Best Start Tots

Best Start Tots

Unique reference number (URN): 2792594 Address: 112 Church Road, Birkenhead, CH42 0LJ Type: Childcare on non-domestic premises Registered with Ofsted: 04/06/2024 Registers: EYR, CCR Registered person: Best Start Tots 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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Achievement Expected standard

Overall, children show positive attitudes to learning, joining in with conversations with staff and their peers. They demonstrate that they are secure to take a lead in their play and follow their own interests. For example, children delight in discussing models of dinosaurs and placing them in the sand. They celebrate their mathematical knowledge, such as when accurately identifying how many dogs they can see on a trip to the park. Children take part in action songs and rhymes with enthusiasm. They are beginning to develop a love of books as they listen to stories and join in with familiar parts.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those with barriers to their learning and development typically benefit from specific support that helps them make rapid progress from starting points. Children follow routines, collaborate with others and develop physical and self-care skills in preparation for the next stage of their learning. For example, children attempt to put on their coats and know how to look after their personal belongings, such as lunch boxes and water bottles, by placing these in the correct areas.

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Behaviour, attitudes and establishing routines Expected standard

Children typically follow routines and benefit from the calm, inclusive environment staff provide. For example, children help with tasks such as tidying away resources after activities and staff offer guidance and praise. Staff help children to focus and follow instructions in small groups which supports those with barriers to learning. Children who need visual prompts are provided with these to enhance their communication skills. This approach helps all children feel secure, valued and confident.

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Behaviour, attitudes and establishing routines Expected standard

Children understand the boundaries set by staff and behave consistently well. Staff talk with children about their expectations at the setting including using manners, such as 'please' and 'thank you'. Children benefit greatly from staff who are positive role models. They show respect and warmth towards each other and to the children. Leaders use additional funding to enable all children, including those with special educational needs and/or disabilities or facing other barriers to learning, to participate and achieve. One example of this is children have access to picture cards to help them understand what will happen next and what is expected of them. Children develop the ability to play together and form supportive friendships as staff plan collaborative activities which help them to share and take turns. This helps children to develop their social skills. Leaders typically communicate well with

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Behaviour, attitudes and establishing routines Expected standard

parents. They ensure that they support parents' understanding of why children should attend regularly, arrive on time and complete their full sessions.

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Children's welfare and wellbeing Expected standard

Leaders create a welcoming environment, where children's wellbeing is given utmost priority. Children learn to recognise and manage their emotions. Staff lower their body position at children's level and ask them how they are. They show genuine interest in what children are doing and try to understand how they feel. This helps children to feel valued and secure. 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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Children's welfare and wellbeing Expected standard

Effective settling-in procedures help children move smoothly from their parents' care into the setting. Children have positive attachments with their key person which supports their emotional wellbeing. Children play and learn in an environment that feels safe, welcoming and secure. Staff follow safe eating routines to support children to enjoy a nutritious diet. This helps children understand that leading a healthy lifestyle is a priority and builds healthy habits for the future. For example, children learn about the importance of brushing their teeth and are provided with a toothbrush for home. Children are supported by caring staff to exercise daily on their walks exploring the local community 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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Curriculum and teaching Expected standard

Leaders design and plan the curriculum to meet the specific needs of children. They have a clear focus on language development and children's personal, social and emotional development. Children settle well and gain confidence and independence, which helps them to be ready to learn. Children have fun in calm, quiet environments while they practise speaking and listening, for instance, during games in small groups. Children benefit from daily outings to explore the local area and staff help them to learn about their community and wider world. Staff build on what children already know and can do, using observations and assessments to inform planning. For example, they provide opportunities for younger children to develop their physical strength and pull themselves up in preparation for walking. This promotes children's early strength and coordination.

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Curriculum and teaching Expected standard

Overall, staff adapt activities effectively to meet children's individual needs. Children, including those with special educational needs and/or disabilities, benefit from targeted support and resources. However, staff do not consistently use strategies to support children's communication and language development. For example, at times, staff do not give children time to respond to their questions before they ask another question. This does not help children develop knowledge of how the back-and-forth nature of conversations work, or give them time to process their understanding.

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Inclusion Expected standard

Staff get to know children well, including those with special educational needs and/or disabilities (SEND). They typically make effective use of information from observations and assessments. Children's progress is monitored and individual learning needs planned for. Children access a curriculum that meets their individual needs and motivates them. Children are supported to participate in activities and routines. For example, staff use children's interest to enhance vocabulary. They use single words, such as, 'dinosaur', 'run' to help children learn new words. This helps children join in enthusiastically with play.

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Inclusion Expected standard

Leaders provide targeted interventions for children who need extra support with their learning. This includes small groups and one-to-one time. These typically help children develop their communication and social skills in readiness for future learning. Additional funding is used to provide specific resources and activities that match children's interests and ensure an inclusive approach. For example, children who have a keen interest in dinosaurs are provided with books and models of the creatures to stimulate language development. Leaders provide opportunities for updates between parents, key persons and outside agencies. Although parents receive regular feedback from staff, specific information about how to help children learn at home is not always shared.

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Leadership and governance Expected standard

Leaders reflect regularly on the setting's strengths and any areas for development, and gather feedback from staff, parents and other partners. They make decisions based on the best interests of children, particularly those who have special educational needs and/or disabilities or are disadvantaged. They use additional funding to reduce any barriers to learning, provide suitable resources and specific activities to meet all children's interests and needs. Leaders work closely with other professional agencies to ensure appropriate support and smooth transitions. They promote children's awareness of the local community through daily visits to libraries and parks. Overall, staff keep parents well-informed about their children's development and progress. However, advice for parents about how to continue children's learning at home is less consistent.

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Leadership and governance Expected standard

Leaders support staff wellbeing and provide ongoing supervision. Staff have some opportunities to develop their expertise, for example in child development and special needs provision. Leaders encourage staff to share their knowledge with colleagues. Leaders ensure that mandatory training, including safeguarding and first aid, is completed in a timely way by all staff. Professional learning opportunities help staff to feel confident and well equipped to meet the needs of all children are welcomed by leaders and staff. However, staff do not yet receive specific coaching to help them understand how to best complete their roles and implement the new learning into practice. Staff are not always aware what they can do to further improve the quality of their teaching.

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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 to attend the setting and enter with broad smiles. Families enjoy warm greetings from staff and exchange information about children's care. Children separate from their parents and settle quickly to play and learn. Children form close bonds with the caring staff and develop strong friendships with each other. Staff prioritise supporting children to develop their emotional wellbeing. They promote children's social skills during routines. This helps children to feel secure and develop a sense of belonging in the environment. Staff offer praise and encouragement to build children's confidence and self-esteem. Parents are supported to understand the importance of regular attendance and punctuality so that children benefit fully from their time at the setting.

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

Children gain skills in readiness for future learning and the journey toward school. They show a positive attitude to learning and eagerly engage with activities throughout their day. Children concentrate on tasks, such as painting; using tools and accurately making marks on paper. Children mostly join in with group times. For example, they listen to interesting stories, sing songs and play games together. Staff recognise that children learn from each other and they encourage them to chat about activities together. They swiftly identify any additional support needs for children, including those with special educational needs and/or disabilities. For instance, they nurture individual children's communication and language development by working with small numbers of children and using pictures to illustrate daily routines. Children learn to listen and pay attention in exciting activities such as 'What's in the

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

bag?'. They excitedly take turns to name items that they pull out of the bag to show their friends.

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Next steps

Leaders should provide staff with specific feedback and coaching to help them to compete their roles. Leaders should ensure all parents know what they can do to help children learn and develop at home. Leaders should ensure staff understand the importance of allowing children time to respond their questions.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, children, parents and the nominated individual during the inspection.

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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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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1 to 4

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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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