Dot’s Tots Day Nursery Limited

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

The provider fails to comply with all requirements under the statutory framework of the early years foundation stage (EYFS). Weaknesses in safeguarding arrangements mean that children's safety cannot be assured.

Leaders are clear about the skills and knowledge that they want children to acquire before they leave the nursery to some extent. However, they do not ensure that all staff have a good knowledge of the EYFS curriculum in order to plan and support children's learning effectively. Some newly recruited staff have not been inducted fully on what the areas of learning are.

As such, they do not know how the lea...rning experiences support children's development. Despite these weaknesses, children demonstrate that they feel happy and content in the nursery. Some staff support children's language development well.

For example, they comment on what children are doing, pause and give children time to respond. Some older children talk confidently using a wide range of vocabulary. Leaders and staff devise support plans to help children with special educational needs and/or disabilities (SEND) access the curriculum.

However, due to the weaknesses in staff's teaching skills, on some occasions, agreed strategies are not implemented consistently to ensure that these children make the progress that they are capable of.Staff have recently enhanced their knowledge and understanding of how to support and manage children's behaviour. They support children to understand the expected behavioural boundaries and children behave well, overall.

However, on some occasions, children become disengaged and lose focus as learning experiences are not sufficiently challenging enough.

What does the early years setting do well and what does it need to do better?

Leaders and staff do not consistently implement the nursery's safeguarding policy and procedures to support children's welfare and well-being. The provider does not have a clear understanding of what their responsibilities are.

They failed to inform Ofsted of a significant event which is a requirement under their registration. These breaches mean that arrangements for safeguarding are weak and therefore children's safety is compromised.Leaders do not have a clear oversight of the teaching and learning.

Gaps in some staff's teaching skills and knowledge of the EYFS curriculum have not been addressed. Yet, these staff have been assigned key responsibilities, including monitoring children's development, identifying next steps, and planning for their learning. This means that children's individual learning needs are not always considered, and some activities do not have any specific purpose.

Leaders have recently introduced a new system to share information with parents about what their children are learning. However, not all parents are accessing this information and therefore do not know what exactly children are learning and how they can support them further. Leaders have plans to review the current arrangement to enhance communication with parents and ensure that there is consistency and continuity in children's care and learning.

Staff build secure relationships with children. For example, they respond to children promptly when they become upset and comfort them. Staff remind children of the rules of play and help them to resolve minor disagreements that arise from play.

Overall, children are keen to learn through play. However, the lack of effective planning of some activities means that some children easily become bored and their engagement is not sustained.The curriculum intent for physical development is implemented well.

Staff support children to develop their fine motor skills through filling and pouring activities. Children enjoy using a spoon to mix mud and water, pretending to make an ice cream. Staff encourage babies to move around and explore different textures.

Toddlers enjoy taking age-appropriate risks in their play. With guidance and support from staff, they walk on tyres and take large steps on plastic crates, which helps their balance and coordination. In addition, staff extend on children's understanding of healthy eating through discussions and role play activities.

Staff generally use mealtimes to foster social relations and independence skills. For example, they encourage toddlers who demonstrate that they are capable, to drink from an open cup and independently put their plates away after eating. Staff encourage older children to manage their clothing needs, including putting their coats on and off.

All children, including those with SEND, make steady progress from their starting points. They acquire some self-care skills in readiness for their next stage of learning, including starting school.

Safeguarding

The arrangements for safeguarding are not effective.

There is not an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure the correct safeguarding procedures are followed if an allegation is made against a staff member 25/06/2024 ensure all staff have a good knowledge and understanding of the EYFS curriculum in order to plan effectively to meet children's learning needs.02/07/2024 To further improve the quality of the early years provision, the provider should: nidentify and address inconsistencies in staff's teaching skills to help raise the quality of education to a good level nimprove partnership with parents to ensure a consistent approach in meeting children's care and learning needs.