The Tots Team (LS6)

The Tots Team (LS6)
Unique reference number (URN): 2808483
Address: Headingley Station Building, Kirkstall Lane, Leeds, LS5 3LD
Type: Childcare on non-domestic premises
Registered with Ofsted: 11/10/2024
Registers: EYR
Registered person: THE TOTS TEAM (LS6) LTD
Inspection report: 29 January 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.

Strong standard
Expected standard
Inclusion Strong standard
Leaders have built a caring, highly inclusive nursery where every child is supported to
succeed. Staff take time to understand each child's needs, especially those with special
educational needs and/or disabilities, those who speak English as an additional language,
disadvantaged children and those needing support from children's social care. Information
from parents and carers, home visits, assessments, and professional advice are used to
help staff understand children's strengths and challenges.
Leaders and staff work hard to consistently remove any barriers to learning. The curriculum
is designed and implemented so all children can take part and feel included. Extra support is
provided quickly when needed, with specially adapted resources for children who need help
with behaviour or communication. Children with additional needs learn alongside their peers.
They enjoy the same teaching and activities. Children's progress and wellbeing are
reviewed regularly and effectively. Staff check how support is working and adjust it when
needed. Leaders use early years pupil premium funding effectively to ensure disadvantaged
children receive the right help at the right time.
Staff receive regular training to support all children. Leaders work closely with parents,
external professionals, and social care agencies to make sure any needs are identified and
met swiftly. As a result, children feel safe, included and supported.
Achievement Expected standard
Children make encouraging progress from their starting points across the areas of learning.
They follow daily routines and respond well to planned activities, which builds on what they
already know and can do. Children communicate confidently with adults and their peers.
They learn new words and use them during play and conversation. Children ask questions,
share ideas and listen attentively during stories and group times.
Children with special educational needs and/or disabilities, disadvantaged children and
those who may face additional barriers receive support that helps them take part in learning
and make progress alongside their peers. Leaders and staff keep track of these children's
progress and review support to make sure it is helping them move forward.
Over time, children gain the confidence and early skills they need for their next stage in
learning. Children show increasing independence in managing their self-care needs, such
as washing hands, putting on coats and tidying resources away. They confidently make
choices, follow routines and show pride in their achievements. This supports children to
become resilient learners who are well prepared for the expectations of school.

Behaviour, attitudes and establishing routines Expected standard
Leaders and staff have high expectations for children's behaviour. Staff build warm, positive
relationships with children. They set clear expectations for children's behaviour and manage
routines consistently. Consequently, children follow the well-established routines and
understand the rules and boundaries at the setting. Staff are positive role models who
support children to learn to share and take turns. Staff offer lots of praise and reassurance,
which helps to build children's self-esteem. All staff need to be consistent so that children
know what is expected from them, for example encouraging children to always use their
manners when asking for something. Children feel safe and secure to explore and engage
in learning.
Children engage positively with their friends, developing a sense of belonging. Children
happily join in with activities, showing increasing independence and willingness to 'have a
go' and explore. They share their achievements, ask questions and show an interest in each
other's ideas. For example, children make different items out of the play dough and discuss
what they are making with their peers. Children are encouraged to take turns with the rolling
pins.
Leaders and staff monitor children's attendance carefully. They work in close partnership
with parents and carers to ensure children's regular attendance. This helps to support
children's early education and develop good habits before they go on to school.
Children's welfare and wellbeing Expected standard
Staff establish positive relationships with children. They are kind, caring and interact well
with children as they play and during routine activities, helping children to express their
emotions and how they are feeling. This builds children's confidence and sense of emotional
wellbeing. Children build on their independence skills as they access a range of activities
accessible to them. Staff provide meaningful opportunities to teach children how to keep
themselves safe, and they are encouraged to take safe, manageable risks while balancing
on the obstacle course and climbing the climbing wall. Children have regular opportunities to
spend time outdoors and enjoy dance and yoga to strengthen their physical development.
Staff work in close partnership with parents and carers to ensure that routines from home
are followed as closely as possible, such as sleep times. Leaders and staff follow safe
sleeping procedures and make sure that children are monitored well as they sleep. Children
benefit from opportunities that help them to recognise the importance of oral health. For
example, staff teach children about making healthy choices, and they provide children with
healthy, nutritious snacks and meals. Leaders have recently reviewed policies and
procedures to promote children's welfare and wellbeing, and these now need embedding
into everyday practice by all staff members to help children consistently make their own
healthy choices.
Curriculum and teaching Expected standard
Leaders demonstrate a thorough understanding of curriculum quality and teaching, making
informed decisions to drive improvement. They regularly review and refine the curriculum in

response to children's needs and staff feedback. The curriculum meets all early years
requirements, with purposeful activities that build language and mathematical skills. For
instance, staff use effective questions while making play dough to introduce mathematical
concepts. Children enjoy engaging activities, such as counting games, number songs and
numeral recognition.
Physical, personal, social and emotional development is prioritised, with children
encouraged to build relationships with their peers, self-serve at mealtimes and pour their
own drinks. They participate in collaborative play and manage their own toileting hygiene
practices as they get older. Staff adapt teaching for disadvantaged children and those with
additional needs, making reasonable adjustments such as gradual starts and tailored
resources.
Assessment is ongoing and informs teaching, with staff using effective systems and
individual plans to ensure learning is matched to each child's starting point and stage of
development. Staff communicate regularly with families, sharing progress and next steps,
and they work together to ensure that every child receives the support they need to
succeed. The curriculum is well taught, and children make steady progress across all areas
of learning. To strengthen teaching further, leaders should ensure that highly effective
teaching is embedded to make every interaction a learning opportunity.
Leadership and governance Expected standard
Leaders demonstrate a clear understanding of the setting's strengths and take decisive
action to address areas for improvement. They regularly review systems and seek input
from staff, ensuring that decisions are always in the best interests of all children, particularly
those who are disadvantaged or have additional needs.
Staff report that they feel well supported by the provider, who fosters a positive and
collaborative working environment. Leaders manage staff wellbeing by offering coaching,
regular supervision and opportunities for professional development. Training is impactful,
with staff completing relevant courses and applying new knowledge to their practice.
Leaders foster a culture of high expectations and continuous improvement, regularly
celebrating achievements and encouraging reflective practice among staff. They promote
teamwork, open communication and a shared commitment to delivering quality care and
education.
The setting's reflective culture ensures ongoing development and improvement. Leaders
work closely with families and external agencies to ensure that all children receive the
support they need. They monitor progress and review support regularly, making adjustments
as required. The leadership team's commitment to ongoing development and inclusive
practice ensures that the setting remains a safe, supportive and effective environment for all
children.

What it's like to be a child at this setting
Children are happy, well settled and very much enjoy their time at the nursery. Staff are
warm and welcoming and get to know the children very well. Children arrive happy and part
from parents with ease. Leaders plan a varied and ambitious curriculum that is well
sequenced across the rooms to promote children's continuous progress. The starting points
of each child are gathered when children embark on their time at the setting. Staff skilfully
build on these over time.
Children demonstrate high levels of engagement and enjoyment in their learning. For
instance, babies enjoy filling and emptying containers in the sand as practitioners repeat
words to progress their language development. This builds firm relationships between staff
and babies, and supports the youngest children in gaining an understanding of new words.
Children with special educational needs and/or disabilities receive a targeted approach to
minimise any barriers to their learning. Staff work with professionals from other agencies
and regularly reflect on the effectiveness of these approaches to help ensure that all
children make steady progress.
Children have a real sense of belonging at the nursery, where staff prioritise their wellbeing.
Children behave well. They treat each other, staff and the nursery with respect and
kindness. Children play well together inside and out. They are supported well to share
resources and take turns with equipment, such as pipettes during a colour-mixing activity
and rolling pins during a play dough activity. Staff purposefully place out less equipment than
the number of children using it to encourage sharing and turn-taking. The key-person
system is highly effective. Staff work closely with parents to support a cohesive approach to
ensuring children's progress. This further supports children's sense of belonging and
enables them to thrive at the setting.
Next steps
Leaders should ensure that highly effective teaching is embedded to make every
interaction a learning opportunity.
Leaders should ensure all staff are consistent and have the same high expectations when
encouraging children to use their manners.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
safeguarding lead and parents during the inspection.

Inspector:
Claire Owen
About this setting
Unique reference number (URN): 2808483
Address:
Headingley Station Building
Kirkstall Lane
Leeds
LS5 3LD
Type: Childcare on non-domestic premises
Registration date: 11/10/2024
Registered person: THE TOTS TEAM (LS6) LTD
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Leeds
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 29 January 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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.

Total number of places
55
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.
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.
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.
This publication is available at https://reports.ofsted.gov.uk.

Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright