Polton Allstars Day Care

Polton Allstars Day Care

Unique reference number (URN): 2856727 Address: Unit 10 Hamilton House, Sotherby Road, Middlesbrough, TS3 8BT Type: Childcare on non-domestic premises Registered with Ofsted: 17/09/2025 Registers: EYR, CCR, VCR Registered person: Top Corner Day Care 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 Expected standard

Children achieve well overall, including those with special educational needs and/or disabilities (SEND) and those who face barriers to their learning. Children count with numbers in order, and older children learn to count quantities accurately. For example, younger children count '1, 2, 3, go' as they go down the slide. Older children enjoy constructing a rocket with magnetic tiles. They count out the tiles they need and count backwards from 10 as they prepare for the rocket to 'blast off'.

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Achievement Expected standard

Children typically engage well. They enjoy looking at books, and others are fascinated as they learn how to spin discs. Children with SEND concentrate well as they play in the sand, filling buckets. Children learn to take turns. For example, they patiently wait for their turn on the climbing frame and slide. Children enjoy listening to songs, especially welcome songs or action songs. They learn a range of skills that will support them in the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff have clear behavioural expectations, which they reinforce. This includes expectations around wearing helmets to ride bikes. Staff remind children of these expectations. For example, children tell staff that they need to wear helmets on the bikes. Staff working with older children remind them how to use the stairs safely, ensuring that children hold onto the handrail at all times.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to share and take turns. They spend time talking to children about sharing toys with their friends. Children are fascinated with squirty bottles, and staff talk to children about letting their friends use these too. Staff use visual reminders, such as sand timers, to help children understand when they must give the bottle to their friends. Children in the pre-school room work alongside their friends in the water and share the beakers with each other.

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Behaviour, attitudes and establishing routines Expected standard

Children typically develop positive attitudes to their learning. For instance, they concentrate well as they look at books and talk about the illustrations with staff. However, on occasions, staff do not ensure that the outdoor environment supports all children's engagement, particularly that of children with special educational needs and/or disabilities and those who face barriers to their learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders share their expectations regarding regular attendance with parents and carers. They work with parents and carers to understand any barriers to attendance.

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Children's welfare and wellbeing Expected standard

Babies and toddlers develop positive relationships with their key people. Staff know children well and understand their likes and dislikes. Staff provide resources to support children's fascinations. For example, toddlers focus well as they attempt to spin discs. However, staff do not always have the confidence to adapt the organisation of staffing to support children's wellbeing, particularly for those children who are new to the setting. For example, children who are settling look to a familiar member of staff for reassurance. Staff do no not consider the impact they have on these children when they go back inside to change other children or to get additional resources. This impacts on children's wellbeing.

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Children's welfare and wellbeing Expected standard

Children typically learn how good hygiene practices support their good health. For example, they learn to wash their hands before eating. Older children begin to learn about foods that are good for them. Staff typically reinforce good manners. For example, staff working with toddlers remind them to say 'please' and 'thank you'. Staff working with older children reinforce positive table manners.

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Children's welfare and wellbeing Expected standard

Children enjoy a balanced diet, with plenty of fresh fruit and vegetables. Leaders find out detailed information when babies first start in order to understand their stages of weaning. They find out about allergies and have clear policies in place to prevent cross- contamination.

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Curriculum and teaching Expected standard

Staff promote children's mathematical language. They model counting as children use the slide. Staff working with older children seize opportunities to encourage children to develop counting in their play. For example, children count as they balance on one leg or count the scoops needed to fill a jug. Staff talk to children about the capacity of different buckets, helping children to explain which bucket holds more.

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Curriculum and teaching Expected standard

Leaders have a detailed overview of the curriculum and the skills that they want children to learn over time. Staff have a clear understanding of what they want children to learn next. For example, staff working with babies and toddlers plan activities to help children with special educational needs and/or disabilities to explore the texture of play dough.

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Curriculum and teaching Expected standard

Leaders work with staff to help them to understand how they can adapt their practice. However, some staff lack confidence and an understanding of their role and do not always carry out all organisational tasks fully. For example, staff do not ensure that the outdoor environment supports all planned learning. They do not notice that books have been put away earlier in the day due to rain. This impacts on children's engagement.

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Curriculum and teaching Expected standard

Staff support children's communication and language well, overall. For instance, they use strategies such as visual prompts, sign language and books to develop children's language skills. Staff typically adapt their communication well when talking to children who are at earlier stages of language development. However, some staff do not always recognise where there are opportunities to develop language further. They do not consistently challenge more confident communicators. On some occasions, the outdoor environment does not provide sufficient opportunities to promote children's language and development. This occasionally impacts on the progress of some children.

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Inclusion Expected standard

Leaders support children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning effectively. Staff work with parents and carers when children first start to understand each child's individual stage of development. They observe children and assess them to identify where further support may be needed. Staff discuss adaptations that they can make to help support children further. For example, they use visual prompts to enable children to communicate and anticipate what may happen next. Leaders are diligent in providing children with the support that they need. They delight in celebrating key milestones with children and parents. For example, they show clear excitement when children with SEND say 'banana' at snack time.

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Inclusion Expected standard

Leaders are proactive in their communication with other professionals. For example, they ensure that they get the necessary information they need from other professionals who may be involved in children's learning, to ensure that they can act on any advice given. They act tirelessly to make sure any reports are completed in a timely way so that the local authority can complete necessary assessments.

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Inclusion Expected standard

Staff support children who are known to children's social care effectively. They work with professionals to discuss ways that they can help children and their families. Strategies such as extending children's hours have had a positive impact on children's development and wellbeing. Occasionally, staff's lack of confidence to adapt their practice can, at times, impact on some children who face barriers to their learning. For example, children who are new to the setting become unsettled when familiar staff leave the room.

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Leadership and governance Expected standard

Leaders have an effective overview of their strengths and areas for development. They are aware that staff sometimes lack confidence in their roles, and are providing ongoing support and reassurance. However, recent changes to the organisation of staff in rooms mean that less confident staff cannot consistently learn from more experienced staff. This sometimes impacts on the smooth running of the nursery.

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Leadership and governance Expected standard

Staff have positive relationships with parents and carers. They gather detailed information when children first start. They use a range of methods to communicate with parents and share information about their children's day. Staff explain to parents where children are in their learning and how they can support them at home. Parents value the support and guidance that staff give them.

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Leadership and governance Expected standard

Professional development is focused on what leaders feel are key priorities for improvement. For example, they have recently completed training on teamwork and behaviour management. This has had a positive impact on how staff support children's behaviour. Leaders are aware of staffs' wellbeing and workload, and staff comment that they feel very well supported.

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Leadership and governance Expected standard

Leaders and staff engage effectively with local schools. For example, they work together well to support children as they move from nursery to school. They share any plans to support children with special educational needs and/or disabilities. Staff work closely with teachers to understand how they can help prepare children for the move to school when the time comes.

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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 enjoy their time in the nursery and benefit from regular attendance. They greet staff with enthusiasm and settle quickly to play. For example, toddlers look forward to greeting their friends in the welcome song. Children develop positive relationships with adults. Babies benefit from caring and attentive staff who ensure all their needs are met. For example, when babies struggle to sleep, they are consistently nursed until they doze off, finally getting the much-needed sleep they require. Children learn to play with each other, taking on board other children's ideas. This is evident as children use construction kits to make a rocket.

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About this setting

They listen to their friends' ideas and develop positive attitudes to their learning. For example, as pieces fall off the rocket they are building, they persevere and rebuild it.

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About this setting

All children, including those with special educational needs and/or disabilities and those who face barriers to their learning, progress well. Children delight in the praise they receive as they try new things or learn new words. They learn how to manage their emotions and understand that it is alright to be angry and upset when they drop their fruit.

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About this setting

Children enjoy a broad and balanced curriculum that is based on children's individual interests and what they need to learn next. For instance, toddlers thoroughly enjoy using squirty bottles. They develop their small muscles as they screw or unscrew the top to fill it with water. They learn how to fill it from the outside tap and use the trigger to spray water. They begin to understand how to use these bottles safely, spraying the fence or floor so that they do not spray water in people's eyes. They take turns with others, with support from staff, and concentrate well, gaining a range of skills that will support them in the next stage of their learning.

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Next steps

Leaders should continue to provide support and guidance to staff so that they have the confidence, knowledge and skills to carry out their roles. Leader should review the organisation of staff to ensure that less confident staff consistently benefit from the support of more experienced staff. Leaders should ensure that staff support children's communication and language effectively.

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About this inspection

The inspector spoke with leaders, 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. Unique reference number (URN): 2856727

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Address:

Unit 10 Hamilton House Sotherby Road Middlesbrough TS3 8BT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Top Corner Day Care Limited

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Address:

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