Tamsin's Little Acorns

Tamsin's Little Acorns

Unique reference number (URN): 2863637 Address: 255 Hawthorn Road, Ashington, NE63 0QT Type: Childcare on non-domestic premises Registered with Ofsted: 29/09/2025 Registers: EYR Registered person: Acorns (Ashington) 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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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the heart of their practice. A well- established key-person system is a strength of the setting. Staff create warm, trusting bonds with children. They understand their routines, interests and unique needs. Leaders create safe, welcoming and nurturing environments where children feel secure and confident. Children settle quickly and move around the nursery with confidence. Children readily seek comfort and reassurance from familiar staff when needed. Children demonstrate they feel safe, secure and valued.

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Children's welfare and wellbeing Strong standard

Staff implement structured sleep routines to support babies' and young children's health and emotional wellbeing. They follow safe sleep guidance and check sleeping children at regular intervals. As children grow, staff help them understand that rest and relaxation are important for a healthy lifestyle. After lunch, pre-school children have a quiet time. They lie down and watch images of stars and planets projected on the ceiling.

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Children's welfare and wellbeing Strong standard

Staff help children make healthy choices about food and support their physical health. They provide healthy, home-cooked meals and encourage children to serve their own food. For example, children choose vegetables from shared bowls at mealtimes. They talk with staff about how these foods help their bodies grow and stay healthy. Staff support all children, including babies, to brush their teeth after breakfast each morning. As a result, children develop healthy habits and growing independence.

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Achievement Expected standard

Children develop the skills they need for their next stage of learning. Generally, they make typical progress from their starting points, including those with special educational needs and those who face other barriers to learning.

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Achievement Expected standard

Children show a keen interest in books and singing. They communicate confidently and follow instructions well throughout the day. Children build their skills and knowledge over time. Babies develop their physical skills as they squeeze sponges in bubbly water. Toddlers use tools for hammering and enjoy making marks with whiteboard pens. Older children show increasing independence. For example, they set up lunch and arrange their friends' cups by recognising the names on them.

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Achievement Expected standard

Children are ready for their next learning stage, including the transition to school. They develop confidence and independence as they take responsibility for everyday tasks. For example, they serve themselves food at lunchtime and manage personal care routines. As a result, children gain the skills they need for future learning.

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Behaviour, attitudes and establishing routines Expected standard

Children show an understanding of expectations across the setting. Staff are positive role models for children. They help children understand and follow expectations through calm, respectful interactions. For example, when babies crawl over and lie on top of each other, staff gently redirect them and model how to lie safely on cushions. Older children in the pre- school room play with their friends and learn to take turns. For example, they wait patiently for their turn to use the water tap to fill containers for water play. Children are kind and considerate towards others and show positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff use various strategies to support children's behaviour and emotional wellbeing. These strategies generally help children with special educational needs and/or disabilities or learning barriers effectively. For example, staff use stories to help children explore and discuss their feelings. Some children also have their own emotion boxes. These boxes contain visual prompts to help them manage their feelings. However, this practice is not consistent and, as a result, not all children who may benefit from this strategy do so.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with families to promote good attendance. They regularly highlight the importance of children attending consistently. When attendance issues come up, leaders talk to families and get help from other agencies if needed. As a result, most children attend regularly and can take part in the full range of learning opportunities.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that helps children build skills and knowledge across all areas of learning. They carefully plan how these skills and knowledge develop as children move through the nursery rooms. For example, babies learn to drink from an open cup. Staff build on this skill as children progress through the nursery. This helps them become more independent. The curriculum is inclusive for all children. As a result, staff give children learning experiences that suit their age and stage of development.

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Curriculum and teaching Expected standard

Children typically benefit from effective teaching across the setting. Key workers adapt planning to help all children take part. Leaders have a clear focus on children's physical development. For example, staff encourage babies to pull themselves up and climb on a climbing arch. Children in the toddler room use tools to hammer plastic pegs into potatoes. They also use knives to cut the potatoes. As a result, children develop their hand strength, coordination and control. On the whole, children make steady progress in their learning.

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Curriculum and teaching Expected standard

Children are articulate and talk confidently with their friends and staff. Staff promote a language-rich environment that supports children's communication skills. However, staff do not always use open-ended questions to extend children's thinking. As a result, children do not always have the opportunity to fully explore and develop their ideas. Children develop their mathematical knowledge and skills well. Staff weave mathematics into everyday play and provide planned opportunities to teach new concepts. For example, staff encourage babies to count '1, 2, 3' as they explore sponges and water. Older children are encouraged to add 'one more' scoop of soil when planting flowers. As a result, children begin to use mathematical language in meaningful contexts.

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Inclusion Expected standard

Leaders and staff work together to identify barriers to children's learning and development. They work sensitively with families to share concerns and discuss children's needs. Staff generally assess children's needs well and use small, achievable targets to support progress. However, staff do not always implement strategies swiftly enough to address barriers to learning. As a result, strategies do not always have the intended impact as quickly as they could.

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Inclusion Expected standard

Leaders seek support from a range of professionals. They work closely with speech and language therapists, health visitors and the local authority. Together, they plan and review support for children. Leaders also work closely with social workers and family workers. As a result of this multi-agency approach, staff understand and meet the needs of disadvantaged children and those with special educational needs and/or disabilities.

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Inclusion Expected standard

Leaders support families to access additional funding for which children may be eligible. They use this funding to meet children's individual needs. For example, funding is used to buy sensory resources and improve staffing ratios. As a result, children receive more targeted support to help them engage in learning and make progress.

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Leadership and governance Expected standard

Leaders are dedicated and enthusiastic about giving every child high-quality care and education. They know children and families well and play an active role in the daily life of the nursery. Leaders maintain a visible presence across the setting and model effective practice for staff. They ensure staff training remains up to date and regularly check staff knowledge and understanding. As a result, children benefit from high-quality care and learning experiences.

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Leadership and governance Expected standard

Leaders review the effectiveness of the curriculum and identify areas for further development. They help staff develop their knowledge and skills through ongoing training and professional development. For example, leaders identify training that reflects the needs of staff. Leaders support staff to take on additional responsibilities and develop their leadership skills. As a result, staff continue to improve their practice and enhance children's experiences.

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Leadership and governance Expected standard

Leaders build strong relationships with families and the wider community. They communicate regularly with parents and encourage them to play an active role in their children's learning and development. When children get additional funding, leaders talk with parents about how to use it to meet their children's needs. As a result, children benefit from a shared approach to supporting their learning and development.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing and take steps to manage workload effectively. They provide staff with time away from the rooms to complete paperwork and other tasks. Leaders promote a welcoming, family-focused culture. They organise team-building events that strengthen relationships across the team. As a result, staff feel valued, supported and motivated in their roles.

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

Children enjoy spending time in this calm, nurturing and happy nursery. They feel safe, secure and valued. They receive comfort and reassurance when needed from their key person. Warm and caring relationships help children feel confident, settled and safe.

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

Children are eager to learn. They happily take part in a wide range of experiences that develop skills across all areas of learning. Children enjoy learning that reflects their interests and experiences. They take an active role in their play and exploration, showing curiosity and confidence. Children thoroughly enjoy outdoor play and have regular access to outdoor spaces within the nursery. They show excitement as they explore the water tanks and pipes. They use trial and error to test their ideas and solve problems. For example, children work cooperatively to build a volcano using different-sized pipes and large amounts of water. Children also enjoy trips on the nursery bus to local woods and parks. These experiences help them learn about the world around them.

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

Children benefit from the inclusive environment. Staff generally consider children's learning and next steps carefully, and this helps children make steady progress from their starting points. For example, babies progress from babbling to using words. They move from crawling to walking and climbing with confidence. Older children become increasingly independent as they serve their own food and manage their personal care.

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

Children form positive relationships and learn alongside their peers from a young age. Babies snuggle together to listen to stories and learn to take turns. Older children enjoy role play with puppets and chat excitedly with their friends. They play well together and enjoy each other's company. Children show positive behaviour throughout the nursery.

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

Staff work in partnership with families. This is a strength of the setting. Staff encourage them to contribute their ideas and views. For example, families share suggestions for the nursery menu. Staff work closely with families and outside agencies to promote good attendance. Staff, families and outside agencies work together to remove any barriers that keep children from attending regularly.

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Next steps

Leaders should support staff to use open-ended questions consistently so children expand their thinking and develop their ideas.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Acorns (Ashington) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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. Leaders should support staff to consistently implement strategies that swiftly and effectively address any barriers children face.

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About this inspection

The inspector spoke with leaders, practitioners, 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. This data is from 25 August 2026

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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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