Little Dippers

Little Dippers

Unique reference number (URN): 2777106 Address: Rivermeads Hall, Staines Road, Twickenham, TW2 5JA Type: Childcare on non-domestic premises Registered with Ofsted: 22/01/2024 Registers: EYR Registered person: North Star Preschool Limited

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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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Inclusion Strong standard

Leaders have established a positive and inclusive culture. They know children well and support them to access learning from their individual starting points. Practitioners use observations, assessment information and partnership working with families to identify children's needs early and reduce barriers to their learning and development. They implement a graduated approach and work effectively with external professionals and families to support children who may face barriers to learning. Parents and carers speak positively about leaders and practitioners. Parents comment on the support they receive to understand their children's development and throughout assessment and referral processes.

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Inclusion Strong standard

Practitioners adapt the provision to meet children's individual needs. They use visual supports, communication systems, structured attention-building activities and targeted interventions. These support children's communication, interaction, emotional wellbeing and independence very well. For example, practitioners work with external professionals to adapt the environment and provide targeted support for children's physical development needs. They use motivating resources and carefully planned activities. These increase children's participation, mobility and independence. Practitioners demonstrate an excellent understanding of how assessment information is used to identify barriers to children's learning and plan their next steps. They describe positive outcomes, including improvements in children's engagement, communication, participation in routines and confidence in learning alongside their peers.

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Inclusion Strong standard

Leaders support children facing a range of barriers to their learning and wellbeing through early identification, targeted support and partnership working with families and professionals. As a result, children are included in all aspects of nursery life and make progress from their individual starting points.

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Achievement Expected standard

Children typically make progress from their individual starting points across the areas of learning and development. They develop communication, physical, mathematical, and personal, social and emotional skills. Children become increasingly confident, independent and ready for their next stage of learning.

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Achievement Expected standard

Children apply what they learn during everyday play and routines. For example, children who previously found group activities difficult now join whole-group sessions, wait for their turn and play alongside their friends. During sensory play, children remind each other to use gentle hands and play kindly. Children explain the importance of looking eyes and listening ears and talk confidently about why these help everyone learn together during group activities. Children with special educational needs and/or disabilities make progress in communication, independence, engagement and participation. They increasingly join in with routines, play and learning alongside other children. Children develop the knowledge, skills and confidence they need for future learning and successful transitions.

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Behaviour, attitudes and establishing routines Expected standard

Children form warm relationships with staff and know the daily routines. Clear expectations and visual prompts help children to understand what to do and to take part successfully in nursery life.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive attitudes to learning. They listen carefully, make choices, take turns and play cooperatively with their friends. They independently use the registration board, collect their belongings, tidy away resources and prepare for mealtimes. Children remain calm, engaged and purposeful throughout the day. They move confidently between activities and follow familiar routines with increasing independence.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of regular attendance. Staff follow up unexpected absences promptly to check children's welfare and maintain continuity in their learning and support. Children's behaviour is typically calm and purposeful. They engage well with activities, follow routines independently and show respect and kindness towards others.

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Children's welfare and wellbeing Expected standard

Leaders create a safe, welcoming and inclusive environment where children feel secure, valued and cared for. Warm relationships with staff help children to develop confidence and a sense of belonging. Parents and carers speak positively about the care, support and guidance they receive.

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Children's welfare and wellbeing Expected standard

Children typically experience consistent routines that support their welfare and wellbeing. They enjoy relaxed mealtimes where they talk with adults and friends, feed themselves and develop increasing independence. Leaders adapt routines when needed to protect children's health and wellbeing. For example, children continue to enjoy indoor and outdoor learning safely during periods of hot weather.

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Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities to develop their physical health and emotional wellbeing. They run, climb, balance and explore different ways of moving throughout the day. Children learn about healthy lifestyles through stories, play and everyday experiences. They also take part in singing sessions and play-dough activities that help them recognise emotions, develop friendships and build positive relationships. Parents join some of these sessions, helping children to experience consistent messages about feelings and relationships at home and in the nursery.

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Curriculum and teaching Expected standard

Leaders design a curriculum that builds on children's interests, developmental needs and next steps in learning. Practitioners use observations and assessment information to plan learning experiences that help children to make progress across the areas of learning and development. They adapt activities and interactions to meet individual needs and ensure all children can access learning.

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Curriculum and teaching Expected standard

Practitioners demonstrate a secure understanding of how activities support children's learning and development. They explain clearly how experiences develop children's communication and language, personal, social and emotional development, literacy, mathematics and understanding of the world. For example, after observing children's interest in butterflies, staff introduced activities linked to life cycles and the story of 'The Very Hungry Caterpillar'. Children explore stories, counting, healthy eating and change over time through discussion, play and experiences. Staff describe how these activities support children's next steps and extend their understanding across several areas of learning.

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Curriculum and teaching Expected standard

Practitioners use children's interests effectively to engage them in learning. They use familiar stories, construction, creative activities and outdoor experiences as starting points for conversations, problem-solving and exploration. Children develop positive attitudes to learning and are increasingly able to participate in group activities and routines.

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Curriculum and teaching Expected standard

Although leaders and practitioners are aware of children's current next steps and how to build on these, they are not consistently able to further explain their expectations for the goals they want all children to achieve before they move on to the next stage of their learning.

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Leadership and governance Expected standard

Leaders have established a positive and supportive culture that prioritises children's wellbeing, inclusion and development alongside staff wellbeing and professional growth. Staff receive regular mentoring, supervision sessions and training. They describe feeling well supported and describe their increased confidence in safeguarding, child development and supporting children's learning and wellbeing as a result of this.

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Leadership and governance Expected standard

Leaders work proactively with the local authority, families and external professionals to review practice and identify priorities for improvement. Following external reviews, they strengthened the use of visual supports and adapted the environment to improve children's communication, independence and participation. Children use these supports confidently to make choices, follow routines and access learning.

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Leadership and governance Expected standard

Leaders have prioritised children's personal, social and emotional development across the nursery. Children benefit from approaches that help them understand emotions, build positive relationships and develop self-regulation. Parents speak positively about the support their children and families receive.

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Leadership and governance Expected standard

Leaders and practitioners are able to explain the purpose of individual activities confidently and know how to build on these to support children's learning. However, they are not able to confidently explain the longer-term knowledge, skills and behaviours that they want children to develop in order to support them to reach the next stage of their learning, including the move on to school.

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

Children form warm and trusting relationships with staff who know them well. Practitioners understand children's interests, strengths and individual needs. Children develop confidence, resilience and independence. They take part in familiar routines, explore their environment and engage in meaningful learning experiences. Children confidently separate from their parents and carers. They seek support from trusted adults when needed. Children independently manage routines, such as storing and collecting their belongings.

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

Children enjoy learning through play and exploration. They receive encouragement to make choices, follow their interests and participate in activities that build on what they already know and can do. Children develop communication and language skills through stories, songs, rhymes, conversations and shared experiences. They learn to listen, take turns, solve problems and express their ideas and feelings. Children listen to familiar stories and use story-related props and resources to act out events. This helps them to deepen their understanding and enjoyment of the narrative.

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

Children develop positive attitudes and increasingly participate in all aspects of nursery life. They learn to understand and manage their emotions, build friendships and cooperate with others. Children become more confident in routines, group activities and social situations. They demonstrate learning behaviours, such as listening and waiting. Children wait for their turn during group activities, reminding their friends about the nursery's rules. They demonstrate an understanding of concepts, such as gentle hands, listening ears and looking eyes.

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

Children make progress from their starting points across the areas of learning and development. Children with special educational needs and/or disabilities and those receiving additional support overcome barriers to learning. They develop the skills they need for their next steps in learning. For example, children make choices using visual supports, participate in group activities and engage alongside their peers with increasing confidence.

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

Children experience an inclusive environment where they are encouraged to participate, contribute and belong. They learn alongside their peers, access support when needed and are supported to achieve success. As a result, children develop the knowledge, skills, confidence and attitudes that prepare them for their next stage of learning and life beyond nursery.

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Address:

Rivermeads Hall Staines Road Twickenham TW2 5JA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: North Star Preschool Limited

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Address:

Operating hours: Monday,Wednesday,Thursday,Friday : 08:00 - 15:00,Tuesday : 08:00 - 13:00

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Next steps

Leaders should strengthen practitioners' confidence and understanding of the skills and knowledge they want children to achieve before they move to the next stage of their learning, including school.

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About this inspection

The inspector spoke with parents, children, leaders, staff, the special educational needs coordinator and a visiting teacher 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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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. 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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