Tiddlywinks Day Nursery

Tiddlywinks Day Nursery

Unique reference number (URN): 2812253 Address: Tiddlywinks Day Nursery, 21 Stonefield Street, Milnrow, Rochdale, OL16 4JQ Type: Childcare on non-domestic premises Registered with Ofsted: 09/10/2024 Registers: EYR, CCR, VCR Registered person: Tiddlywinks Day Nursery 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 Strong standard

Children make excellent progress from their individual starting points because staff are quick to create learning opportunities to target needs. Children with special educational needs and/or disabilities receive targeted support matched to their individual needs, which enables them to make accelerated progress from their starting points. Staff work tirelessly with external agencies to overcome barriers to learning so that children achieve.

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Achievement Strong standard

Communication and language are a focus within the setting, with children making clear progress in this area. Babies develop strong communication skills as they use single words to describe what they are drawing. Older children participate in two-way conversations. Staff use effective strategies for children who need support with their communication, such as using real life objects to aid their understanding.

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Achievement Strong standard

Staff have a secure understanding of the key learning priorities within each room and recognise the importance of children mastering these skills before moving on to more complex learning. Staff use their comprehensive knowledge of their key children, which means that they quickly identify next steps and plan for these effectively to support continual progress. This continual progress means that children are well prepared for their next stage in learning.

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Behaviour, attitudes and establishing routines Strong standard

Throughout the setting, there is a calm and respectful culture. Children show respect towards their peers and staff, which is reciprocated, through interactions. Children show caring attitudes towards one another, share and take turns. They say 'sorry' to their friends when they take something of theirs during play. Children actively seek out staff as they are excited to see them. Behaviour is managed effectively through clear expectations and positive role modelling. Staff have high expectations for this.

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Behaviour, attitudes and establishing routines Strong standard

Well-established routines mean that children understand expectations and know how to keep themselves safe. They are aware of what is coming next. For example, children get a mirror when it is time to brush teeth and demonstrate an understanding of why they need to wash hands before mealtimes.

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Behaviour, attitudes and establishing routines Strong standard

Children are enthusiastic and fully engaged in their play. They approach new activities with curiosity. Staff welcome them in with eagerness, sharing what they are doing. Children enjoy receiving praise and are willing to have a go. They are resilient and will seek adult support if they cannot do something. For example, children talk about what they have tried when chopping fruit and ask for adult help.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote a positive attitude towards attendance and work closely with families to overcome barriers. Staff know their children well and the barriers that they may face. They reflect on their practice and how they can improve it, provide challenge and meet individual needs.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a priority within the setting. Parents report strong communication from the setting, which supports positive relationships between families and staff. This partnership means children's learning, development and overall experience are enhanced. Staff support children with special educational needs and/or disabilities successfully. Plans are in place, which are frequently reviewed with parents. Leaders are aware of the context of their setting and understand the needs of the area. They have created plans to target these needs so that children are not at a disadvantage, such as creating a larger outdoor area to encourage physical play.

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Children's welfare and wellbeing Strong standard

Children's emotional development is strongly supported through caring and responsive interactions. Staff help children to develop their confidence and resilience through encouragement. Children are supported to develop independence through learning important self-care skills, including managing their personal needs or making healthy food choices. Children participate in activities to promote their wellbeing, such as massage for babies and yoga for older children. Their personal skills are developed through instructions in areas of the playrooms with pictures and written instructions showing them what to do.

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Children's welfare and wellbeing Strong standard

Staff follow safe sleep practice and maintain high standards around eating. This ensures that children's health, safety and individual needs are prioritised. For example, the setting's cooks work with dieticians to ensure that children receive tailored meal plans.

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Curriculum and teaching Strong standard

Leaders have created a curriculum with children at the centre of everything they do. The curriculum is regularly reviewed and tailored to reflect the changing needs of the cohort of children. Leaders also reflect on how well children are engaged with and are enjoying their learning. For example, staff change focus authors to an author children like to listen to stories by. All staff have a clear understanding of each child's next steps in learning. They know what they want children to learn and how to best prepare them for the next stage in their learning. They have a vast knowledge of child development and know how to fully support children's learning. Staff are highly skilled at recognising learning opportunities within everyday routines and play. Activities are adapted to ensure that every child can participate successfully. This includes those with special educational needs and/or disabilities, regardless of their stage of development or individual need.

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Curriculum and teaching Strong standard

Communication and language development is embedded throughout daily routines. Staff engage children in high-quality interactions, introducing new vocabulary through commentating on play and singing rhymes. Babies' physical development is particularly well supported through opportunities to climb, pull themselves up and walk. Mathematical skills are taught throughout the setting. Babies use mathematical language such as 'fill', toddlers learn to count and older children begin to understand how many more or less there are.

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Inclusion Strong standard

Staff identify children's needs at the earliest opportunity through assessments, communication with parents and carers and regular observations. Staff respond swiftly when needs change, making adaptations to support plans and learning opportunities to ensure that all children continue to make progress. Strong partnerships with parents are a strength of the setting when sharing information about children's development and concerns staff may have. Leaders seek the views and support of external agencies to best support children with special educational needs and/or disabilities and children who are known (or previously known) to children's social care.

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Inclusion Strong standard

Staff value and celebrate the diverse cultures and backgrounds of children and people in the world around them, such as learning about the country their artist of the month is from. Staff take time to learn about and get to know their children and include this in the setting, for example singing nursery rhymes in different languages. Children develop a sense of belonging as their photos are included in areas of the room.

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Inclusion Strong standard

Additional funding is used to overcome identified barriers to learning. Leaders regularly review spending to ensure that it has a positive impact and meets the needs of individual children. They have invested in language interventions to support language and communication for younger children. Staff understand children's barriers and use their professional curiosity to know when these need to be explored further, and when they are satisfied needs are met and next steps achieved. This means that children are continually making progress.

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Leadership and governance Strong standard

Leaders are committed to maintaining high standards of practice by providing ongoing observations and identifying training needs. Leaders use these processes to identify the setting's strengths and areas for development. Training is provided for staff, ensuring that it has a positive impact on the children and their experiences. Leaders speak of their passion for providing the best care for their children and seek training from many sources to ensure continued high-quality care and learning.

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Leadership and governance Strong standard

All staff are invested in the shared vision of the setting. They work together to provide high- quality care for children. For example, staff network with other settings to share best practice and adapt this for their setting. Leaders consider staff's workload, and staff report their wellbeing is managed well as they feel supported and valued. Apprentices receive strong support from leaders. They work with tutors, have regular check ins and receive extra time to develop their skills and confidence within the profession.

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Leadership and governance Strong standard

Communication between staff and parents is reported as a strength. These positive relationships mean children's needs are understood and supported. Leaders are reflective and regularly evaluate the effectiveness of the setting, creating action plans to drive continuous improvement. Leaders welcome the support and advice from external agencies. They work collaboratively with professionals to enhance outcomes for children and families, such as various teams within the local authority.

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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 are warmly welcomed into the setting by familiar, caring staff who know them well. They wave with excitement at staff and separate from their parents and carers confidently. They settle quickly into their day and are curious to explore the environment. Children develop secure, trusting relationships with staff who respond sensitively to their emotional and physical needs. They engage in kind, respectful interactions with one another because this has been modelled positively for them by staff. Children learn to share, take turns and be considerate of one another in an inclusive environment.

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About this setting

Unique reference number (URN): 2812253 Children choose activities that are well planned to meet their individual needs and interests. They enjoy a wide range of experiences both indoors and outdoors, such as yoga by the river to promote their overall wellbeing. Wellbeing and development of individual needs are at the heart of everything staff do. Children are engaged in learning and approach different activities with eagerness. Careful consideration goes into planning learning that meets the varying needs of children and overcomes barriers they may face. Children are well prepared for the next stage in their learning as staff have high expectations for all children. Children with special educational needs and/or disabilities receive timely, targeted support to ensure that they can participate fully and make progress. Children learn to be independent and develop self-care skills. For example, babies choose their own cup to have a drink and

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About this setting

toddlers learn to put their shoes and socks on.

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About this setting

Children regulate their emotions through the care they are shown by staff. Babies seek comfort and are given lots of cuddles to help them to settle. Children learn to communicate effectively, for example babies babble and use single words and older children speak in full sentences. Staff are passionate about the care they provide for their children and show pride when they talk enthusiastically about them.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on outcomes and experiences of disadvantaged children and those with special educational needs and/or disabilities, their learning and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, parents and children 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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Address:

Tiddlywinks Day Nursery 21 Stonefield Street, Milnrow Rochdale OL16 4JQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tiddlywinks Day Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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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

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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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