Dinotots Ashington

Dinotots Ashington

Unique reference number (URN): 2834724 Address: Ymca, North View, Ashington, NE63 9XQ Type: Childcare on non-domestic premises Registered with Ofsted: 17/03/2025 Registers: EYR Registered person: Dinotots Daycare Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Typically, children are developing well and making positive progress from individual starting points. They enjoy the different experiences in the setting, such as strengthening their hand and finger muscles when manipulating play dough.

p.2

Achievement Expected standard

Children are keen to join in with activities, and have the confidence to move freely around the setting. There are opportunities indoors for large-muscle physical development where children can roll, crawl, climb and jump. This is developing children's core strength and coordination, as well as confidence and resilience. Children enjoy going outside, with opportunities for exploring sand and water.

p.2

Achievement Expected standard

Children are developing their social skills effectively. They sit together for mealtimes and enjoy simple conversations with their friends and staff. They are also supported in building their independence by choosing and serving their own food and drinks. This helps children develop an understanding of their own preferences.

p.2

Achievement Expected standard

Children are developing their attention and listening skills. For example, equipment for recording simple instructions is used, which encourages children to listen.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders have high expectations for all children's behaviour, including those with barriers to learning and special educational needs and/or disabilities. Older children follow the golden rules for behaviour. Staff display these rules, which include not running indoors, and remind children of these to support their positive behaviour.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders promote children's regular attendance, and they encourage and support families to develop consistent routines. This helps children to develop positive attitudes to learning in preparation for their future success.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are well supported when they start at the setting. Staff work closely with parents to gather information they need to support the transition. Parents report how well their children have settled and that they enjoy attending the setting.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children build warm and trusting relationships with their key person, and they learn kindness and respect from staff who are positive role models. For example, children show good manners at mealtimes and use language such as 'please' and 'thank you'.

p.2

Children's welfare and wellbeing Expected standard

Leaders have created a space that is safe and welcoming where children generally enjoy learning both indoors and outdoors. Children, including those with barriers to learning and special educational needs and/or disabilities, develop warm and positive relationships with all staff. This promotes their wellbeing. Staff teach children about health, food and wellbeing. For example, children take part in regular cooking activities, daily exercise programmes and toothbrushing. This supports children to develop healthy routines that can contribute to their health in the future.

p.2

Children's welfare and wellbeing Expected standard

Hygiene practices are embedded, and children are independent in managing their personal needs. Parents report that they are well supported by staff when their children are ready for the next stage of learning. For example, parents receive guidance and information on toilet training, which promotes working in partnership.

p.3

Children's welfare and wellbeing Expected standard

Children are provided with healthy meals and snacks. Menus are well planned, and mealtimes are a social experience where independence is promoted. For example, children set the table and serve themselves. Leaders recognise the importance of healthy eating and are developing the outdoor space to include areas for growing vegetable and herbs.

p.3

Curriculum and teaching Expected standard

Leaders have a good understanding of the curriculum, and it is designed so staff understand what they want to children to learn. This ensures children are ready for their next stage of learning.

p.3

Curriculum and teaching Expected standard

The curriculum is inclusive and typically taught well. It is tailored to children's interests, needs and stages of development. Staff carry out regular observations and assessments of the children to check what they know and can do. This ensures that emerging needs and next steps are identified quickly.

p.3

Curriculum and teaching Expected standard

The setting recognises the importance of learning outdoors and therefore is currently developing the outdoor space.

p.3

Curriculum and teaching Expected standard

Staff help children to focus attention and concentration. However, activities are frequently changed after children have had an initial opportunity to explore them. This limits opportunities for children to revisit experiences, build on previous learning and strengthen their attention and concentration.

p.3

Curriculum and teaching Expected standard

Staff support children's communication and language in the setting, and use mathematical language both in everyday practice and planned activities. For example, children enjoy counting the number of bowls needed for lunchtime when setting the table.

p.3

Curriculum and teaching Expected standard

Staff generally plan activities well and use opportunities to extend children's learning. For example, as they read 'The Very Hungry Caterpillar' story, they encourage children to count, recognise numbers and learn about simple subtraction.

p.3

Inclusion Expected standard

Typically, the needs of children with barriers to learning and those with special educational needs and/or disabilities (SEND) are met well. The setting identifies children's needs swiftly and accurately. This includes children with barriers to learning and those with SEND. Leaders seek external support for advice and work in partnership with other agencies and professionals. This ensures children receive the support they need to make progress. Leaders use their understanding of children's needs to inform their decisions on how to use funding effectively to support children. This includes enhancing staff practice through training opportunities. However, this training is not consistently embedded in practice across the setting. As a result, staff do not always apply their learning effectively to enhance the support and provision for children.

p.3

Inclusion Expected standard

Leaders have high expectations for children and use their knowledge of child development to implement strategies to support all children. They work closely with parents to discuss progress and developmental concerns.

p.4

Leadership and governance Expected standard

Leaders are ambitious for children and have a clear vision. Leaders are reflective and understand the strengths of the setting and areas of development. For example, they recognise enhancements are required in the outdoor space to improve outcomes for children's health and wellbeing.

p.4

Leadership and governance Expected standard

Leaders provide regular opportunities to talk to staff about workload and give feedback on performance. Staff report that they feel well supported and valued by leaders. Both leaders and staff identify training opportunities, which strengthens practice across the setting. However, leaders do not ensure this training is consistently embedded in practice across the setting. As a result, learning is not always applied effectively to enhance the support and provision for children.

p.4

Leadership and governance Expected standard

Leaders engage and work in partnership with parents and professionals. This impacts on and supports children's education and care. This includes those with barriers to learning and special educational needs and/or disabilities. Transition within the setting is managed effectively and in partnership with parents and professionals. For example, school staff visit the setting to meet the children leaving to attend their school.

p.4

Leadership and governance Expected standard

Leaders build positive relationships with parents to support children's learning and development. Parents say they are kept informed about their children's progress online and on collection. For example, staff share information about how the children are learning so that parents can continue to support their development at home.

p.4

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

Children at this setting are happy and confident. All children, including those who face barriers to learning and those with special educational needs and/or disabilities (SEND), are making typical progress from their starting points and developing the knowledge and skills they need.

p.5

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

Children receive a curriculum that covers all areas of learning and development, and experiences that are planned based on their interests. Transitions through the nursery are well planned, and children are well prepared for the next stage of their learning. For example, staff spend time getting to know children before they move on, so children feel safe and secure.

p.5

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

Staff quickly identify and support children with SEND or who face barriers to their learning. For example, they use sound buttons to communicate words, such as 'nappy', in different languages. This helps all children to communicate and express their needs.

p.5

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

The setting gathers information from parents about children on registration, which ensures they feel welcomed and valued. This also supports them to form warm, nurturing relationships with the staff, so they develop secure attachments. Consistent attendance enables children to engage in their learning and routines, building the confidence they need to flourish.

p.5

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

Children enjoy learning and are keen to explore independently, both indoors and outdoors. They enjoy playing and learning alongside their peers. For example, children laugh and smile at each other when exploring sensory activities. Children across the setting join together for mealtimes, making these social experiences.

p.5

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

Children have regular opportunities to visit areas in the local community, for example parks, the library and local museums. During these visits, children learn about keeping themselves safe and road safety. This supports their understanding of risk, safe decision-making and independence as they grow.

p.5

Next steps

Leaders should ensure that staff training is implemented in practice so this enhances the support children need to make progress. Leaders should provide regular opportunities for children to revisit and further explore activities and experiences, supporting them to strengthen attention, concentration and deeper engagement in learning.

p.5

About this inspection

The inspector spoke with leaders, practitioners and parents during the inspection.

p.5

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Dinotots Daycare Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00,Friday : 08:00 - 17:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Age range of children at the time of 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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8