Tiddley tots Nursery

Inspection of Tiddley tots Nursery 54 Bigland Street, London E1 2ND

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are happy in this setting. They build close relationships with staff, who know them well and are kind and nurturing towards them. This helps children to feel safe and secure in their care. Staff prepare interesting activities for children to enjoy while developing and practising these emerging skills. For example, babies balance blocks on top of each other and develop their hand muscles further as they explore cornflour and water during under the sea activities. This helps children to strengthen the skills they need to feed themselves at mealtimes. Staff provide the oldest children with opportunities to use their imaginations and critical thinking skills. Children work cooperatively to build large towers with blocks, testing how to stop it falling over, listening to each other's ideas and suggestions.

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The provision is good

Children behave well in the nursery. They listen to the staff's guidance as they learn to share and take turns. Staff use what they know about all children's needs and adapt the support they give to help children understand the behaviours that are expected of them. Staff help children to understand their emotions and the emotions of others. This supports children in making and sustaining friendships with their peers. Children gain the skills and understanding they need to prepare them for the next stages in their learning.

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need to do better?

n Leaders have developed a curriculum that supports children to gain essential skills and knowledge for the future. Staff understand what it is they want children to learn next and provide opportunities for children to make progress. Children who are disadvantaged are well supported by staff. However, although there are plans in place to help close gaps for all children, including those with special educational needs and/or disabilities (SEND), this does not consistently happen when key staff are not at the nursery. n There is a strong focus on communication and language. Staff understand the importance of good communication skills on children's overall development. Staff develop these skills through singing, storytelling and by engaging in purposeful conversations with children. Children consistently hear and practise new words, for example children confidently explain that the jellyfish tentacles that help

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need to do better?

them move are like our arms and legs. These experiences have a positive impact on children's language development and supports them to become confident communicators. n Staff make use of some daily routines to develop children's self-help skills. For example, older children help set tables and serve themselves at mealtimes. However, these opportunities are somewhat limited. For example, staff do not recognise when to encourage younger children to develop these skills, such as encouraging them to carry out small tasks, such as tidying up. This means

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need to do better?

22 May 2025 children's independence is not fully supported throughout the nursery in preparation for future transitions and their move on to school. n Staff promote the importance of leading a healthy lifestyle. Children have opportunities for physical development, using ride-on toys and climbing equipment. Staff talk to the children about healthy choices. For example, staff share information about different fruits and vegetables as children wait for their meal. Children walk to the local market to buy fresh fruit for snack, learning about their local community. n Children have opportunities to develop their mathematical skills. Children keenly count as they make cakes in the role-play area. Staff encourage mathematical language as they explain to children which is the taller tower. Children eagerly recognise shapes as they manipulate play dough. This supports all children to develop their mathematical awareness.

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need to do better?

n Partnerships with parents are effective at this nursery. Parents comment that their children are happy to attend, staff are friendly and they feel supported as a whole family unit. They see their children making progress and receive information daily about what their children have been doing. n Staff feel extremely well supported by leaders and appreciate that they consistently consider their well-being. They embrace the frequent opportunities to undertake continued professional development to support outcomes for children. Staff say they value being part of a close, supportive team.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n review and enhance information sharing between staff so that all staff can continue to support children's learning and provide a consistent approach when their key person is absent n support staff to build children's independence and extend the opportunities for developing self-care skills even further.

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Setting details

Unique reference number 2711112 Local authority Tower Hamlets Inspection number 10376618 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 52 Number of children on roll 79 Name of registered person Tiddley Tots Daycare Ltd

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reference number

Telephone number 02077913582 Date of previous inspection Not applicable

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Information about this early years setting

Tiddley tots Nursery registered in 2022. The nursery opens from 8am to 6pm, sessions are Monday to Friday, all year round. The nursery offers funded early education for eligible children. The nursery employs nine members of staff including a cook and, of these, seven hold childcare qualifications at level 3 or level 2.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The provider, area manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Staff spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation with one of the providers. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector talked to staff at appropriate times during the inspection and took account of their views.

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Inspection activities

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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Inspection activities

22 May 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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