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
Inspection report: 26 August 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
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.
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.
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.
Children are developing their attention and listening skills. For example, equipment for
recording simple instructions is used, which encourages children to listen.
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.
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.
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.
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'.
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.
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.
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.
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.
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.
The setting recognises the importance of learning outdoors and therefore is currently
developing the outdoor space.
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.
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.
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.
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.
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.
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.
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.
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.
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.

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

Inspector:
Sharon Thompson
About this setting
Unique reference number (URN): 2834724
Address:
Ymca
North View
Ashington
NE63 9XQ
Type: Childcare on non-domestic premises
Registration date: 17/03/2025
Registered person: Dinotots Daycare Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00,Friday : 08:00 -
17:30
Local authority: Northumberland
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 26 August 2026
Children numbers
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.

2 to 3
Total number of places
48
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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