Tiny Toez @ Tividale

Tiny Toez @ Tividale

Unique reference number (URN): 2635811 Address: Sure Start, 20-25 Tividale Street, Tipton, DY4 7SD Type: Childcare on non-domestic premises Registered with Ofsted: 31/03/2021 Registers: EYR, CCR Registered person: Tiny Toez Childrens Day Nurseries 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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Achievement Strong standard

Children, including those with special educational needs and/or disabilities, and those who face barriers to their learning, make significant progress across all areas of learning from their individual starting points. Consequently, they are extremely well prepared for the next stage of their learning, including the move on to school.

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Achievement Strong standard

Children are excited and eager to explore and engage in learning. They learn about mathematical concepts at an age-appropriate level. Younger children begin to count and recognise simple shapes. Older children learn about measurement as they roll shapes down a slope and compare how far they have travelled.

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Achievement Strong standard

Children communicate at their own level and in their own unique way. For example, some children verbalise through words and conversations, while others use signs and pictures. Older children negotiate with their friends as they play and consider solutions to problems. For example, when they pour water down a chute, they think about how they can get it back to the higher container it has come from.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have high expectations for children's behaviour. They are positive role models and foster a highly inclusive environment where children learn to be respectful and tolerant of others. Behaviour is exemplary. Children are kind to each other and show empathy towards their friends. Older children help younger children to participate and achieve when they are struggling. For example, when younger children find it hard to balance, older children take them by the hand and support them to reach their goal. Children receive copious amounts of praise for their kindness.

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Behaviour, attitudes and establishing routines Strong standard

Children are eager and excited to join in with activities. They understand the routines of the day and remind their friends when it is time to tidy away. Children develop a 'can-do' attitude. They are determined and persevere with tasks. For example, when their tower falls over because it is too high, they think about the reason why, and try different sizes of bricks until the tower balances.

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Behaviour, attitudes and establishing routines Strong standard

Leaders monitor children's attendance and explain to parents the benefit that regular attendance has on children's learning. They know each family's individual circumstances, and recognise when there may be barriers to attendance. Leaders swiftly adapt routines and sessions to ensure that all children receive their full entitlement.

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Children's welfare and wellbeing Strong standard

Leaders recognise that children's welfare and wellbeing are of the utmost importance. They have a comprehensive knowledge of the changing needs of each child and their individual families. Consequently, they can offer tailored support and guidance to ensure that all children receive the very best start and thrive. Stringent policies and procedures, such as safer eating and sleeping, are consistently embedded into practice.

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Children's welfare and wellbeing Strong standard

Children learn about keeping themselves healthy and safe. They know that they must wear sun cream and hats outside when it is hot. They learn about healthy eating and know that fruit and vegetables are good for them and help them to grow big and strong. Children's dietary requirements are strictly adhered to, and stringent procedures are in place to ensure that children eat only the foods that they are allowed.

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Children's welfare and wellbeing Strong standard

Children are supported to be increasingly independent in their self-care skills. Older children independently access the toilet and wash their hands in preparation for the move on to school. Even the youngest children serve themselves fruit at snack time, and try to pour their own drinks.

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Children's welfare and wellbeing Strong standard

Children, including those with special educational needs and/or disabilities, and those who face barriers to their learning, forge positive relationships with staff. Interactions are positive and caring, and staff have an in-depth knowledge of each child and their individual needs. They recognise when children may need additional support or reassurance and are always nearby to offer this.

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Curriculum and teaching Strong standard

Leaders implement an ambitious and well-structured curriculum which is consistently embedded into practice. They have high expectations for what they want children to achieve at each level of their development. Children benefit from high-quality teaching and learning experiences, which are adapted to explicitly meet their individual needs. Staff are skilled at enabling children to make their own choices based on their interests, and interspersing learning and next steps into the activities to build on what children already know and can do. As a result, children, including those with special educational needs and/or disabilities, consistently make progress from their individual starting points.

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Curriculum and teaching Strong standard

Throughout the nursery children are engaged in purposeful play and learning. Younger children explore play dough and are fascinated as staff show them the different patterns that the rolling pins make. Older children are intrigued as staff explain to them about magnetic forces. They use their thinking skills to guess which objects the magnet will pick up, and quickly recognise that these are made of metal and not wood.

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Curriculum and teaching Strong standard

Children's communication and language skills are extremely well supported. Children happily engage in conversations with staff. Staff listen to children as they talk and extend these conversations through well-timed questions.

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Inclusion Strong standard

Children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning, benefit from high-level interactions and support. Leaders and staff are attuned to each child's individual needs. They are very aware that each child is an individual and that they need different levels of support, depending on their personalities and changes in routines. For example, they know that if children do not sleep during the night before coming to nursery, they will need additional support by lunchtime as this will affect their behaviour.

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Inclusion Strong standard

Children with SEND are cared for in a calm and nurturing unit with higher staff ratios. This provides children with the support and experiences they need to enable them to thrive. Many children in this room are non-verbal, so staff introduce various ways to help them to communicate, such as gesture, physical touch, pictures, objects of reference and signs. Staff are extremely vigilant to each child's needs and recognise what they are trying to communicate. As a result, situations are quickly diffused through comforting words and distraction.

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Inclusion Strong standard

Staff are quick to identify any gaps in children's learning. They liaise closely with parents and outside agencies to ensure that children receive swift interventions. Staff research different ways to provide support for children, and implement these strategies into practice to further enhance the already superb interactions that these children receive.

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Leadership and governance Strong standard

The leadership team is knowledgeable, forward thinking and cohesive. They work closely with each other and staff to embed a culture of support in which children receive the very best start to their early years experience. They are proactive in analysing the nursery's strengths, and recognise that there is always room for improvement to ensure that the already high standard of quality is consistently maintained.

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Leadership and governance Strong standard

Leaders recognise the demographics of the local area, and work closely with families and other professionals to ensure that children and their families receive targeted support and interventions when needed. Additional funding is used to enable all children to attend and subsequently thrive.

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Leadership and governance Strong standard

Staffs professional development is given the utmost priority. Leaders work to staff's strengths and recognise their individual expertise. Leaders monitor staff practice and engagement with children, to ensure it is consistently of a high quality and meets their exacting expectations. Staff say that they feel valued by leaders and that their welfare and wellbeing are fully supported.

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Leadership and governance Strong standard

Parents are prolific in their praise of the leaders and staff. They talk about the support they have received as a family, and say that leaders and staff go above and beyond to help their children settle. They describe staff as being like a big family and praise the friendly and caring atmosphere that they create within the nursery.

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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 and their families receive a warm and friendly welcome as they arrive. Children demonstrate that they feel safe and secure as they settle quickly into this family orientated nursery and eagerly rush to take part in their chosen activity. Children with special educational needs and/or disabilities and those who face barriers to their learning, are given the utmost support to enable them to participate at their own level and thrive. Leaders explain to parents and carers the importance of regular attendance to enable children to make the best possible progress from their individual starting points.

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

Children engage in a wide range of exciting activities that have been purposefully planned to enthuse their love of learning. Younger children explore objects in scented water. They develop their large and small-muscle skills as they fill and empty different sizes of containers. Staff extend children's learning and vocabulary as they introduce words, such as full and empty, and encourage them to think about what the water smells like. Older children learn about recycling. Staff encourage children to recall prior learning as they ask them to think about the objects they recycle. To further develop children's understanding, staff introduce a construction area, where all of the items children build with, can be recycled. Children thoroughly enjoy their time at this activity, and eagerly engage and negotiate with each other as they build and talk about the shapes they make.

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

Children thoroughly enjoy the time that they spend outdoors. They develop a range of skills as they climb, jump and balance. Outdoors is seen as an extension to indoor learning. Children listen to stories which are told with intonation and expression. Staff seize in-the- moment opportunities to extend children's learning. For example, when children hear a

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Address:

Sure Start 20-25 Tividale Street Tipton DY4 7SD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tiny Toez Childrens Day Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 helicopter, staff talk to them about the noise that it makes, and encourage children to think about where it may be flying to.

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Next steps

Leaders should continue to refine the already high-quality curriculum to realise a transformational impact on children's learning.

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About this inspection

The inspector spoke with leaders, managers, staff, the special educational needs coordinator, children and parents 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. Local authority: Sandwell

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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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