Tiny Tots Academy

Tiny Tots Academy

Unique reference number (URN): 2867557 Address: 1 Walsall Street, West Bromwich, B70 7NX Type: Childcare on non-domestic premises Registered with Ofsted: 01/12/2025 Registers: EYR Registered person: Early Years Birmingham 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 make suitable progress from their individual starting points. Babies develop early communication and physical skills as they listen, interact and explore. As children move through the setting, they build their vocabulary, confidence and independence and develop skills that prepare them for their next stage of learning.

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Achievement Expected standard

Children build knowledge and skills across the areas of learning. Their early mathematical understanding develops through practical experiences involving counting, numbers and measures. Children become more confident communicators as they listen to stories, join in with songs and rhymes and use an increasing range of vocabulary. However, children do not always benefit from opportunities to deepen their knowledge and thinking because practitioners do not consistently build on what children already know and can do.

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Achievement Expected standard

Children who experience barriers to learning can participate in experiences alongside their peers and make progress from their individual starting points. Children develop greater confidence in communicating, interacting and engaging in learning. This helps children, including those who need additional support, to develop the knowledge and skills they need for future learning.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and develop positive attitudes towards their learning. They confidently make choices about what they want to explore and show enthusiasm when experiences capture their interest. Children are developing the confidence to play alongside others, share resources and take turns. Practitioners notice when children need additional support to join in and sensitively help them to become more comfortable and confident alongside their peers.

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Behaviour, attitudes and establishing routines Expected standard

Clear routines and expectations help children know what happens throughout their day. Children respond positively to these and develop increasing independence. They serve themselves at snack times and learn to manage their belongings and personal care routines. Practitioners use visual prompts and familiar routines where these help individual children to understand what is happening next and manage transitions successfully.

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Behaviour, attitudes and establishing routines Expected standard

Practitioners encourage children to persevere, participate and make choices in their play. Children enjoy songs, stories, sensory experiences and practical activities and are supported to follow their interests. This contributes to children becoming confident and willing participants in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance and help families understand its importance. They monitor absences, contact families when children do not attend as expected and take further action when necessary.

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Children's welfare and wellbeing Expected standard

Children have warm and nurturing relationships with practitioners who know them well. Practitioners respond sensitively to children's emotional and physical needs and provide reassurance when children need comfort. Babies are supported to form secure attachments through gradual settling arrangements with their families. Practitioners follow children's individual routines for feeding, sleeping and personal care, helping younger children to feel safe and settled.

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Children's welfare and wellbeing Expected standard

Children develop an understanding of healthy lifestyles. They are provided with nutritious meals and snacks and have regular opportunities to be physically active indoors and outdoors. Practitioners encourage children to develop healthy habits, including handwashing and making appropriate food and drink choices. Leaders work with families to reinforce positive messages about oral health, including limiting sugary drinks and foods and using appropriate drinking cups. However, opportunities to develop children's understanding of oral health through the curriculum are not yet fully established.

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Children's welfare and wellbeing Expected standard

Practitioners support children's growing independence while remaining attentive to their individual care needs. Children learn to manage aspects of their personal care and are encouraged to do things for themselves as they become ready. Leaders consider children's welfare when reviewing practice and work with families to understand individual needs, including allergies, dietary requirements and care routines. This contributes to children feeling secure, cared for and confident in the setting.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that reflects what they want children to know and be able to do. They prioritise communication and language, physical development and independence, adapting their curriculum to reflect children's starting points, interests and experiences. Practitioners understand the importance of preparing children for their next stage. Learning builds from babies' earliest communication and physical development through to older children developing greater independence, vocabulary and confidence.

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Curriculum and teaching Expected standard

Practitioners typically provide engaging experiences that help children build knowledge and skills. They use books, songs, rhymes and practical activities to introduce and reinforce vocabulary. For example, during practical exploration of volcanoes, practitioners introduce words such as 'lava', 'magma' and 'eruption'. Children also develop mathematical and physical skills through counting, measuring, scooping and pouring.

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Curriculum and teaching Expected standard

However, practitioners do not consistently recognise and build on opportunities to extend children's learning and thinking. At times, questioning and vocabulary are limited when children's play provides opportunities for deeper discussion and exploration. Consequently, some opportunities to build further on what children already know and can do are missed.

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Curriculum and teaching Expected standard

Leaders monitor the curriculum and practitioners' teaching through observations, discussions and coaching. They have accurately identified extending learning opportunities as an area for further development.

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Inclusion Expected standard

Leaders and practitioners typically identify children's differing needs and consider potential barriers to their participation and learning. They use observations and discussions with families to understand children's needs and make thoughtful adaptations. Practitioners use visual prompts, quieter spaces and children's interests to adapt experiences when children need additional support to participate. This helps children to become more confident, communicate their needs and increasingly engage alongside their peers.

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Inclusion Expected standard

Practitioners work with parents and other professionals when they identify emerging concerns about children's development. They share observations and seek further advice where appropriate, while continuing to adapt experiences to support children. Practitioners introduce additional support while further advice or assessment is being sought.

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Inclusion Expected standard

Leaders consider how disadvantage may affect children's participation. For example, practitioners used funding to provide a scooter for a child who engaged particularly well through physical activity, using the scooter and numbers to combine movement with mathematical learning.

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Inclusion Expected standard

Children who speak English as an additional language are supported through visual prompts and familiar words from home. Practitioners work with families to understand important home-language vocabulary and reinforce this alongside English. This helps children to understand routines, communicate and access learning alongside their peers.

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Leadership and governance Expected standard

Leaders have a clear understanding of their setting and the community they serve. They identify appropriate priorities for improvement, including communication and language and extending children's learning. Leaders regularly spend time in rooms, observe practice and talk with practitioners about the quality of children's experiences. Where practice needs to improve, they provide feedback, coaching and training and revisit this to consider whether improvements have been made. However, this has not yet resulted in practitioners consistently recognising and building on opportunities to extend children's learning and thinking.

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Leadership and governance Expected standard

Practitioners benefit from regular supervision and opportunities for professional development. Leaders consider staff wellbeing and provide additional support when needed. For example, leaders use coaching, reassurance and targeted training to strengthen practitioners' confidence and practice. They evaluate the impact of this support and have seen improvements in practitioners' interactions with children and the overall calmness of the learning environment.

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Leadership and governance Expected standard

Leaders work closely with families. They provide opportunities for parents to discuss their children's development and use meetings and workshops to share information about settling, toilet training and attendance. Parents speak positively about the support, communication and care their children receive. Leaders also provide experiences beyond the setting, including visits in the local community and opportunities such as swimming and football. Leaders reflect on the quality of provision and recognise where further development is required. They have identified that practitioners need to make better use of opportunities to extend children's learning and thinking. Their monitoring accurately identifies the setting's strengths and areas for further improvement.

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

Children are happy, secure and warmly welcomed into this setting. They develop trusting relationships with practitioners who know them well and take time to understand their personalities, interests and individual routines. Younger children are sensitively supported to settle and develop secure attachments. As children grow, familiar practitioners help them move between rooms, giving them confidence as they encounter new experiences and expectations.

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

Children enjoy a varied day in which they can explore, play and learn. Their interests are noticed and used to make experiences meaningful. Toddlers' fascination with vehicles, for example, becomes an opportunity to explore movement and introduce words such as 'push' and 'pull'. Children enjoy books, songs, sensory experiences and practical activities and become increasingly confident in making choices about their play. They have regular opportunities to be physically active, both in the setting and through experiences in the wider community.

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

Children are encouraged to become capable and independent. From learning to feed themselves and wash their hands to managing clothing and making choices, children develop skills that help them take increasing responsibility for themselves. Older children gain confidence and independence that helps prepare them for school.

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

Children's differences are understood and valued. Children who speak English as an additional language are supported through familiar words from home, visual prompts and close partnership with their families. Children who initially find social situations more difficult receive sensitive support to develop confidence alongside others. Children form positive relationships with their peers and increasingly seek each other out to share experiences and enjoy playing together. They learn to share, take turns and enjoy being with their friends.

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

Parents describe positive changes in their children's confidence, independence and social skills. They value the warm relationships children develop with practitioners and the support they receive as their children grow and prepare for their next stage.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Early Years Birmingham Limited

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Address:

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

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Next steps

Leaders should strengthen practitioners' teaching so that they consistently recognise and build on opportunities to extend children's learning and thinking. Leaders should further develop how oral health is embedded in the curriculum so that children build a secure understanding of how to keep their teeth healthy.

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About this inspection

The inspector spoke with leaders, practitioners, a special educational needs coordinator, designated safeguarding leads 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.

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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. 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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