Tiny Tots @ Trethorne Ltd

Tiny Tots @ Trethorne Ltd

Unique reference number (URN): EY549502 Address: Sheers Barton, Lawhitton, LAUNCESTON, Cornwall, PL15 9NJ Type: Childcare on non-domestic premises Registered with Ofsted: 29/08/2017 Registers: EYR, CCR, VCR Registered person: Tiny 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

Generally, all children make progress in their learning and development. Babies develop confidence in their mobility skills as they clamber and crawl up a grassy mound. Other babies use a spade to scoop and dig sand. This strengthens their hand–eye coordination skills in preparation for learning how to feed themselves.

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Achievement Expected standard

Toddlers make progress in learning about their emotions. They watch staff making faces to represent different emotions and they copy the expressions. Toddlers learn 'happy', 'sad' and 'sleepy'. Toddlers become better prepared to deal with big feelings and work collaboratively alongside their friends. However, at times, some children who may face barriers to their learning do not make as much progress in their speech or towards their next steps of development.

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Achievement Expected standard

Typically, pre-school-age children deepen their thinking skills and enjoy connecting what they already know. For example, they tell staff there are '4' children in one area of the garden. Staff skilfully extend this by asking them to work out how many children will be left if one leaves. The children take their time to think and calculate that there will be '3' children left.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have high expectations of children's behaviour. Pre-school-age children are polite and considerate of others. They wait patiently and take turns while they serve their lunch with utensils. At other times, they notice when their friend's glass of water is empty and kindly refill their glass. Staff acknowledge and praise this behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor all children's attendance to ensure their safety and wellbeing. They share expectations of regular attendance with parents and carers. Leaders recognise that this supports children to establish positive routines in preparation for them going to school. Overall, all children display positive attitudes towards their learning. For example, babies shake wooden wind chimes in the garden. They listen to the noise and show fascination at the cause and effect of their actions.

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Behaviour, attitudes and establishing routines Expected standard

Children are familiar with the routines of the day. Toddlers know to line up to go outside and to wash their hands when they come back in. They gather for songs before lunch. These routines help children to regulate their feelings and promote their wellbeing. However, at times, staff do not ensure all toddlers remain engaged and focused on their learning. This means that occasionally toddlers flit in between activities and do not maximise their learning effectively. This can impact on their attitude towards their learning.

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Children's welfare and wellbeing Expected standard

Leaders and staff support children to live healthy lifestyles. They expand children's knowledge about healthy food choices. For example, staff work closely with parents and carers on promoting healthy packed lunches by offering nutritional tips and advice. In addition, staff support children to grow fruit and vegetables in the greenhouse. Children use the produce they grow to make salads or apple waffles. Staff model positive habits, such as drinking water regularly, and children do the same.

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Children's welfare and wellbeing Expected standard

All children develop confidence in their self-care skills. Staff sing a handwashing song and show babies the sign for when it is time to wash their hands. This teaches babies from an early start about positive hygiene routines. Toddlers and pre-school-age children continue to become more skilled in managing their self-care skills. This means children are better prepared for their next stage of education.

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Children's welfare and wellbeing Expected standard

Children have access to age-appropriate risky play. Babies extend themselves by crawling up sloped surfaces. Toddlers develop spatial awareness by crawling through tunnels. Pre- school-age children learn what their bodies can do by balancing on wooden planks. This builds on children's confidence and resilience.

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Children's welfare and wellbeing Expected standard

Leaders endeavour for all children to settle and feel ready for their next stage of learning. They offer an extended settling-in period for all children, including children with special educational needs and/or disabilities or those who may face barriers to their learning. This means staff can understand children's individual needs before they start and provide a smooth transition into the setting.

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Curriculum and teaching Expected standard

Overall, there is a well-sequenced curriculum that builds on what children already know and what they need to learn next effectively. Leaders incorporate project-based enquiries called 'quests' in each room led by children. Generally, these motivate children to participate, play alongside each other and develop the confidence to explore new things.

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Curriculum and teaching Expected standard

Leaders sequence how children develop their self-care needs to prepare them for their next stage in education. For example, the curriculum design gives babies the opportunity to hold and lift cups with lids at snack time. They watch staff model how to pour small jugs of milk and place their hands on the jug. Leaders progress this learning with toddlers. Staff support toddlers to use cups without lids and practise pouring from small jugs. The well-designed curriculum results in pre-school-age children being able to lift and carry cups on a tray confidently from one table to another. They scrape their plates after lunch and use a water dispenser when thirsty.

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Curriculum and teaching Expected standard

Staff often use varied vocabulary with pre-school-age children. They introduce words such as 'dehydrated' and 'companion'. This broadens these children's literacy skills effectively. Additionally, these children develop their understanding of concepts such as 'stable' when they build a tall wooden structure. The children tell staff that they know this means 'it will not fall over'. Staff make reference to mathematical language, and pre-school-age children estimate who is 'taller than' or 'shorter than' the structure.

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Curriculum and teaching Expected standard

All children, including those who may face barriers to their learning, enjoy close relationships with staff. This supports children's wellbeing. However, at times, staff do not consistently practise and consolidate the skills that these children need to learn next. For example, staff occasionally speak too quickly and give multiple instructions to children who are developing their speech and pronunciation. This means children do not consistently have time to process what is being said, practise speaking back or increase the number of words in their vocabulary.

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Inclusion Expected standard

Overall, leaders identify and assess children's learning and development effectively, including children with special educational needs and/or disabilities (SEND). Staff and leaders make suitable adaptations so all children with SEND feel included and make the progress they are capable of. For example, children with SEND have 2 key persons to ensure the staff working with them know and understand their needs. Typically, leaders monitor the impact of any interventions through monthly observations and discussions with children's key persons. They work collaboratively with parents and carers and external specialists to enrich all children's learning, development and welfare.

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Inclusion Expected standard

Staff attend training to widen their knowledge and understanding of child development. This improves how they respond to children when they show frustration. Subsequently, staff introduce additional resources, such as books about what teeth are for. Leaders acknowledge that this helps staff to support children in how to communicate and express themselves.

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Inclusion Expected standard

Generally, leaders use additional funding, such as early years pupil premium, to help meet the needs of children sufficiently. This includes providing an enhanced ratio for children who may face barriers to their learning. Leaders and staff notice that this supports these children's attachments and social skills further.

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Inclusion Expected standard

Typically, children who are known or previously known to children's social care make progress towards their learning. Leaders and staff use regular assessments, including the progress check when children are aged between 2 and 3 years, to tailor the support they offer children. As a result, gaps in these children's learning narrow.

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Leadership and governance Expected standard

Leaders have made many improvements to the setting recently. They have strengthened risk assessment procedures for outings into the woodland area. This means children, including those with special educational needs and/or disabilities, are safe, supervised and have their needs met. Leaders have renewed induction procedures for new staff to ensure they carry out their roles and responsibilities effectively. This means staff have a sufficient knowledge and understanding of woodland area risk assessments and procedures. Generally, leaders oversee staff development, seek out any gaps in knowledge and address these.

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Leadership and governance Expected standard

Typically, leaders work alongside staff to identify improvements and develop practice. As a result, staff report they feel supported and have high levels of wellbeing. Leaders provide regular supervision sessions. Staff discuss their professional development and identify any training they want to do. Leaders work towards ensuring all children consistently strengthen their vocabulary and pronunciation and maximise their learning.

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Leadership and governance Expected standard

Following training on mathematics, staff introduce further opportunities for pre-school-age children to practise using numbers and mathematical concepts in their play. Subsequently, staff observe these children playing 'double snap'. Other pre-school-age children use positional language, such as 'underneath' or 'to the side'.

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Leadership and governance Expected standard

Partnerships with parents and carers are effective. Leaders provide books and games for parents to borrow and enjoy with their children at home. This supports children's learning outside of the setting. Leaders share regular assessments with parents, including the progress check when children are aged between 2 and 3 years. This helps to identify children's next steps of development and supports them to be ready for their next stage of learning.

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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

Children thrive in this setting where they have daily access to the outdoors and natural world around them. They establish positive relationships with all those around them. Children seek out staff for comfort and reassurance when needed, and staff know them well. All children, including children with special educational needs and/or disabilities or those known or previously known to children's social care, feel safe and secure. Children benefit from an extensive settling-in period that ensures staff learn all about them and their families. This helps to meet children's individual needs effectively.

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

Babies sit under shaded trees in the garden and listen to nursery rhymes. They show high levels of wellbeing. Babies join in with the actions and clap along to the beat. Staff expose these babies to rhythm and rhyme to build on their early language skills. While staff sing, they pause and allow babies to finish the song and practise their speaking.

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

Toddlers show fascination with how magnets work. They persevere to stick large magnets together. Toddlers strengthen their problem-solving skills as they attempt to attach them to other materials. They smile and laugh when they clap them together. Toddlers grow in self- esteem. They feel valued and celebrated for their efforts.

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

Pre-school-age children engage in prolonged imaginative play. They use china cups and plates to make pretend cups of mint tea. They confidently lift and carry trays with items on from table to table. They handle the china items with care. Pre-school-age children are respectful and careful with the resources. They re-enact drinking tea and take it in turns to pretend to taste it. These children have a positive attitude when things do not go to plan, such as when cold tea spills on the floor. They know to help wipe it up with a tissue and happily carry on. Pre-school-age children have autonomy. This helps to prepare them for their next stage of education.

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Next steps

Leaders should support staff to develop children's speech further and ensure they have consistent opportunities to strengthen their vocabulary and pronunciation. Leaders should support how staff use toddlers' interests to maximise their learning and make further progress towards their next steps of learning.

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About this inspection

The inspector spoke with leaders and staff 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

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Address:

Sheers Barton Lawhitton LAUNCESTON Cornwall PL15 9NJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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0 to 4

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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