Tiny Steps Nursery and Pre-School

Tiny Steps Nursery and Pre-School

Unique reference number (URN): 2782518 Address: 15-18 Skaters Way, Peterborough, PE4 6NB Type: Childcare on non-domestic premises Registered with Ofsted: 29/04/2024 Registers: EYR Registered person: Tiny Steps Nursery and Pre-School 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

Children show positive levels of self-esteem and resilience. Children build friendships with their peers and enjoy sharing play with one another. Children who speak English as an additional language enjoy listening to stories with key persons and peers and taking part in group singing. As a result, children develop their communication and language skills, which has a positive impact on their confidence to express themselves and supports their understanding of English.

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Achievement Expected standard

Children receive lots of encouragement as they start to take their first steps. Children gain increasing control and strength as they build and negotiate obstacle courses. They show increasing coordination as they manipulate play dough and use different implements to make marks. Older children begin to incorporate mathematics into their everyday play. For example, children count reliably to 10 while using stepping stones, which supports their understanding of numbers.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive behaviour throughout the setting and respond well to the general routine of the day. Staff have worked on routines and transitions within rooms to ensure the setting runs smoothly. Children play well together, both in groups and independently. Children gain confidence in social interactions and build friendships. Staff work in partnership with parents to ensure there is consistency for children. For example, staff work collaboratively with parents to understand children's behaviour and ways that staff can support children's needs within the setting. Leaders discuss with parents the importance and benefits of regular attendance and work well to support them.

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Behaviour, attitudes and establishing routines Expected standard

Staff act as effective role models for children and support them to understand the importance of treating each other with kindness and respect. Children listen and respond well to staff when they are reinforcing boundaries and rules within play. For example, staff remind children to use 'kind hands' and share with their friends. This encourages children to work collaboratively with one another.

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Behaviour, attitudes and establishing routines Expected standard

Staff show warmth and are welcoming towards children, and as a result, children build positive relationships with staff and key persons. All children, including those who speak English as an additional language, have positive attitudes to learning and are keen to participate in activities with their peers.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are well supported by all staff and leaders at the setting. Staff understand the importance of providing children with opportunities to manage their hygiene needs. Staff reiterate the importance to children about washing hands and cleaning their faces before and after mealtimes. Staff and leaders support children to gain independence in their self-care. For example, older children participate in group toothbrushing activities to learn about the importance of regular oral hygiene and develop positive self-care routines.

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Children's welfare and wellbeing Expected standard

Leaders plan for and provide nutritious meals for children at the setting. Staff typically have conversations with children during mealtimes. They talk about their favourite foods and the positive impact on their bodies of eating healthy foods. This ensures children receive a balanced diet that supports their growth and development, while also helping them to develop healthy eating habits from an early age. Children have good manners, especially during mealtimes, and staff use this as an opportunity to support children with their social development, by taking part in discussions with staff and peers.

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Children's welfare and wellbeing Expected standard

Children are confident to express concerns to staff in age-appropriate ways. Staff respond well and understand how children of different age ranges need support to be settled. For example, younger children benefit from reassurance from staff when they are feeling sad or worried. At times, some staff provide more support than necessary during routines and play, which limits opportunities for children to develop independence and resilience consistently throughout the setting.

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Curriculum and teaching Expected standard

Leaders ensure there is a sequenced curriculum that helps children gain the skills and knowledge they need to be ready for the next stage of education. Staff provide children with a variety of learning experiences that reflect children's interests. They identify next steps for all children and adapt teaching to meet their individual learning and wellbeing needs. There is a sharp focus for children to develop a positive 'I can' attitude to learning. This helps them develop their resilience and independence. At times, where they work across rooms, some staff lack a clear understanding of the curriculum aims. This sometimes leads to the environment becoming chaotic, and staff do not always successfully motivate children to join in.

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Curriculum and teaching Expected standard

Staff plan activities to support children's growth in physical development in both indoor and outdoor areas. Children learn how to prioritise their physical wellbeing and develop effective balance and coordination. They have access to a wide range of resources such as bikes, scooters and stepping stones, which support them to develop both fine and gross motor skills. For example, children enjoy using play dough and rolling pins to create different shapes and sculptures. Staff follow children's interests and weave mathematical language throughout their interactions as they play. For example, staff encourage and support children to count stepping stones as they balance on them and praise their efforts.

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Curriculum and teaching Expected standard

Staff read stories and sing songs with children. This helps to strengthen children's communication and language skills. For example, staff use puppets with children while singing 'Five Little Ducks' and using actions throughout the song.

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Inclusion Expected standard

Leaders work well to identify children's emerging needs, regularly working with external agencies to identify and support areas for development for children. For example, staff work in partnership with external agencies to identify achievable next steps for children. As a result, disadvantaged children receive targeted support, which enables them to make steady progress, while fully engaging in opportunities available.

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Inclusion Expected standard

Leaders ensure that staff receive appropriate training to help them meet the individual needs of children who face barriers to learning. This has been successful in helping staff to understand how to support children who speak English as an additional language. This has a positive impact on children's overall wellbeing and learning opportunities. Children who speak English as an additional language are supported by some staff who also speak their home language, and this helps them make steady progress in their communication and language skills. This helps children feel included in the setting and gain a sense of belonging.

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Inclusion Expected standard

Leaders ensure that additional funding is used efficiently throughout the setting and that this is tailored to the individual needs of any children in receipt of it. For example, funding is used well to promote children's wellbeing, such as promoting children's healthy eating habits.

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Leadership and governance Expected standard

There is a great sense of community at this setting. Leaders know children and their families very well and ensure that decisions taken are in the best interests of children. Leaders understand the needs of children that attend and identify where they need to support staff to enhance practice further. Children who speak English as an additional language are well supported by staff, who work closely with parents to help children gain confidence to converse in English.

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Leadership and governance Expected standard

Leaders work well with other professionals who support children to ensure they receive consistency and have their needs met. Children make steady progress and show that they feel safe, secure and well supported in the setting.

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Leadership and governance Expected standard

Staff say that they are well supported by leaders and are given regular opportunities to check in with them to raise concerns and discuss their wellbeing. Staff are dedicated to their roles and are committed to working with children. They have children's best interests at heart. Leaders support staff to seek targeted training to enhance their knowledge and skills to continually enhance their practice. Parents notice the progress their children make, and they appreciate the regular updates they receive about their child's day and progress in learning.

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

Children arrive at a nurturing and welcoming setting, greeted by staff in each room who show warmth and are friendly. Children settle well within the setting and are confident to explore their environment. Leaders and staff develop positive relationships with children as they understand their interests and individual needs from the start. Older children are given opportunities to develop their independence, while forming secure relationships with both adults and peers. Children demonstrate a clear understanding of the daily routine, contributing to a calm and well-organised environment. Children understand what is expected of them and know how to seek help should they need it. They learn to share, take turns and collaborate with one another.

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

Children are keen to explore, be imaginative and lead their play. They show an 'I can' approach to learning. Staff know children well and plan effectively to support their emerging interests to ensure all children can thrive, including those who face barriers to learning.

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

Children enjoy experiences that encourage them to build their confidence, independence and resilience. For example, children use safe knives in the mud kitchen with pieces of fruit and learn to chop them into smaller pieces. They share the pieces with their peers. Children gain increasing control of their body movements, for example using scooters, negotiate using stepping stones and obstacle courses as they play outdoors.

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

Children learn to express their emotions within a safe and nurturing environment. Staff acknowledge and validate children's feelings, helping them to feel safe and secure. Children have opportunities to develop their independence, such as washing their hands and feeding themselves. They enjoy exploring the environment, which supports their confidence, decision-making skills and ability to manage their own needs.

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Next steps

Leaders should ensure that staff working across different rooms understand the sequencing of the curriculum. Leaders should ensure that staff understand how to help children do more things for themselves.

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About this inspection

The inspector spoke with leaders, practitioners, the designated safeguarding lead and the special educational needs coordinator during the inspection.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this 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:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tiny Steps Nursery and Pre-School LTD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Tuesday,Friday : 07:45 - 17:00

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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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Total number of places

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

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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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