Little Toes Day Nursery Mansfield

Little Toes Day Nursery Mansfield

Unique reference number (URN): 2835787 Address: 111 Sutton Road, Mansfield, NG18 5EX Type: Childcare on non-domestic premises Registered with Ofsted: 19/02/2025 Registers: EYR, CCR, VCR Registered person: Little Toes Day Nursery Mansfield 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

Children make positive progress in all areas of learning from their different starting points. Children develop their communication and language skills well. They join in with words and actions during regular singing of nursery rhymes. Babies enjoy choosing an animal that represents a song to sing next. Older children enjoy singing when transitioning into the outdoors. Children develop a love of reading, where they listen to stories regularly and access books independently, looking at the pictures and turning the pages. They build on their interests, such as learning different names of dinosaurs and their features, when reading a favourite book.

p.2

Achievement Expected standard

Children develop their smaller muscles through many opportunities. For example, older children learn to cut using scissors, and babies enjoy strengthening their muscles through shaking musical instruments and dancing with rainbow scarves. During mealtimes, older children learn to self-serve to prepare them for future independence, but also through activities such as tipping and pouring in the sand. However, children are not consistently given enough time to respond to questions or extend their learning further to make even better progress.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff implement and embed routines which children follow. For example, older children know where their belongings go, and babies know to get ready for snack after their singing time. Children also develop independence through having a go at putting on their coats and shoes. They develop resilience, as, typically, staff encourage children to try again or model how to achieve an intended outcome. Staff positively praise children's efforts and independence. Children have positive attitudes to learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff promote attendance and punctuality, and follow up any unexplained absences in a timely manner with parents. This helps keep children safe. Children also learn how to take safe risks. For example, staff talk about how to safely use scissors and climb outdoor play equipment. They explain what might happen to support their understanding. Staff give clear and simple instructions for children to follow. For instance, older children listen carefully and hold on to the banister when walking down the stairs, and wait for the gate to be closed before they can freely access the outdoor provision.

p.2

Behaviour, attitudes and establishing routines Expected standard

Typically, children are supported well to maintain the expectations of the setting through following their interests, such as throwing. Staff plan activities, or in the moment, implement outdoor games to support children in developing a new skill. Generally, children play alongside their peers well, encouraged by staff. For example, children give traffic light signals when their peers are driving a toy car. They develop their social skills well.

p.2

Children's welfare and wellbeing Expected standard

Typically, staff support children to develop healthy habits. They have daily access to the outdoors, where children learn to move in different ways and develop a positive attitude to exercise. Children enjoy eating a nutritious diet, organised by leaders where adaptations are made for children's needs, when necessary, such as intolerances. Staff also adapt their teaching to support children to sit safely while eating, particularly for those children with special educational needs and/or disabilities (SEND). Older children learn and talk about what ingredients are used in making their meals. Children develop their independence during mealtimes, such as self-serving their own food and using cutlery to self-feed. Staff also support positive hygiene practices, where children know to wash their hands before eating.

p.3

Children's welfare and wellbeing Expected standard

Leaders and staff support children's wellbeing. They offer flexible settling-in sessions before children start, finding out from parents vital information about their children's needs and interests to put in place adaptations, when required. For example, staff put in place a familiar nursery rhyme in children's home language to support them to nap. During transitions within the nursery, staff gain further up-to-date information from parents, while informing them of changes to their child's key person. Leaders plan further support for those children with SEND, by allowing further time with the previous key person in the unfamiliar room.

p.3

Curriculum and teaching Expected standard

Leaders and staff work well as a team to establish an ambitious curriculum for the children in their care. They have a particular focus on building children's communication and language skills, due to the needs of the current children. Staff model new vocabulary, narrate children's actions in the moment and ask a variety of questions. However, from time to time, staff do not consistently give children enough time to respond to their questions to further their language skills.

p.3

Curriculum and teaching Expected standard

Staff plan activities to build on children's knowledge, skills and understanding. For example, older children learn about parts of a plant when exploring basil. Babies explore different textures during story times, such as smooth and rough. Staff adapt their language using gestures, signs and simple words for babies, and longer sentences for older children. They also adapt their teaching to support the needs of the children, such as introducing key words in children's home language, alongside English, when they first start at the setting. However, on occasion, staff do not consistently extend children's learning, such as expanding on children's comments, adding new knowledge.

p.3

Curriculum and teaching Expected standard

Typically, staff develop children's mathematical language and understanding. They compare and describe sizes, such as 'big' and 'small'. They regularly count, such as counting children before going outdoors or the steps on the climbing frame. Staff introduce numbers to match to the quantity through jigsaws, where children also develop their spatial awareness.

p.3

Inclusion Expected standard

Leaders and staff work closely with parents and carers to gather information before children start, to put in place adaptations such as making changes to their menu to support children's allergies, intolerances and preferences. They also identify and assess children's needs well from their own observations, sharing this information with parents to support possible referrals. They know to work with other agencies to put in place consistent strategies to support children's individual needs. Leaders and staff help reduce barriers to children's learning. For example, they plan activities based on their needs, such as placing resources strategically to support babies to pull themselves up. Generally, staff also adapt their teaching to support children, particularly for those children with special educational needs and/or disabilities (SEND). For instance, they use signs alongside words to support their

p.4

Inclusion Expected standard

Leaders use early years additional funding to support the needs of children. They have put in place resources of interest to support children to sustain attention. They have also funded training for staff members to build on their knowledge on how to support children with SEND.

p.4

Inclusion Expected standard

Generally, leaders and staff put in place adaptations to support children's welfare and wellbeing, such as changing routines during drop offs, to support children to settle after a period of time away. They also support children in times of change through implementing consistent routines and resources, such as when having a new sibling. Leaders and staff also support those children previously known to social care by signposting advice to parents and promoting positive attendance through regular check ins.

p.4

Leadership and governance Expected standard

Leaders and staff have developed positive relationships with parents and carers, where they share updates on children's day, their learning and any concerns. This supports possible learning at home and promotes working collaboratively to support the individual child. For example, staff share with parents consistent strategies to help during toilet training or support making referrals. Leaders ensure information on children's learning is also shared with staff within the setting during transitions from one room to another. Additionally, they share this information and any concerns with schools. Overall, this supports continuity in care and education.

p.4

Leadership and governance Expected standard

Leaders support staff well in their professional development. They arrange regular meetings where staff share their passions in further training to support the current children in their care. Typically, staff use knowledge from training to put in place changes to support children's needs. For example, when staff attend a training session on how to support those children with special educational needs and/or disabilities, they adapt their interactions to use simple language, and put in place sensory elements to meet their needs. Leaders also support staff's wellbeing through regular check-ins and open communication. Leaders are aware of their setting's strengths and areas of improvement. They have recently strengthened their induction process to support staff interactions with children. Leaders work well and are on a journey of embedding consistently high-quality teaching throughout the setting.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are at the heart of the setting, where their needs are regularly met. They are supported well during intimate care hygiene, having frequent conversations where they build positive bonds with staff. Children feel safe and secure. Young children are supported to meet their own personal needs, where staff work closely with parents on consistent strategies. Staff adapt the setting's environment, such as changing rooms to be closer to the

p.5

Inspector:

Amy Johnson (EM) bathroom. Leaders and staff also promote positive attendance, following up any unexplained absences in a timely manner. This is to ensure children are safe.

p.6

Inspector:

Children enjoy being creative. They have many opportunities to build their independence that are planned by staff, such as using a variety of tools to build their smaller muscles. For instance, scooping in the sand, rolling play dough into shapes and washing toy babies in the water. Children also build their confidence. They enjoy accessing the setting's provision that is carefully planned by staff at child-height, linking to their needs and interests. For example, children sustain attention well, making marks using their hands during a painting activity. Their artwork is displayed by staff in the provision, where children have a real sense of belonging and show pride in their achievements. Children also enjoy talking about the different marks they make with staff who add new words to build on their vocabulary.

p.6

Inspector:

Children develop their language skills well. Those children with special educational needs and/or disabilities are supported well through adaptations in language, such as staff following their interests and adding simple words and actions alongside. They also use key words in children's home language when they first start, alongside English, to support them to settle and develop their understanding.

p.6

Inspector:

Children learn from a young age to take turns. For instance, babies enjoy waiting their turn to pick a toy to choose for the next song they sing. Older children also learn to be patient, and staff encourage children to play with other toys while waiting. When children do not follow instructions, staff calmly and clearly reiterate the rules, where children listen and follow. Children work well as a team, tidying up resources and toys to where they belong.

p.6

Next steps

Leaders should support staff to consistently give children enough time to think and respond to their questions to further their language skills. Leaders should support staff to extend children's learning to make even better progress.

p.6

About this inspection

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

p.6

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.

p.6

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Little Toes Day Nursery Mansfield Limited

p.7

Address:

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

p.7

Address:

Local authority: Nottinghamshire County Council

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.8

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.8

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 .

p.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8