Tiddlywinks Two Ltd

Inspection of Tiddlywinks Two Ltd Frome Road, Bradford-on-Avon, Wiltshire BA15 1LE

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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 Good

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The provision is good

Leaders have created a varied and ambitious curriculum. This provides children with secure foundations to underpin their future learning. Staff deliver a curriculum that helps children to become confident, independent and resilient learners. Older children develop confidence and test their own physical abilities as they learn to manage risks safely. For example, they climb trees, have fun on the tree swing and manage turn-taking independently when using the slide. Younger children practise their hand-eye coordination as they take turns to throw the beanbag into the bucket. Babies enjoy singing and exploring sounds outside as an extension to their weekly music group. This helps babies to consolidate sounds, supporting their emerging language skills. Older children engage in back-and-forth conversations with adults. Staff model the correct pronunciation of words and introduce new vocabulary such as 'pupa, when exploring ladybirds. This widens children's

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The provision is good

language. Staff use sign language to help support children's understanding of words. For example, younger children sign 'home' when talking about their mummies. Children are motivated and curious learners.

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The provision is good

Staff are excellent role models and consistently implement high expectations for children's behaviour. As a result, children's behaviour is good. Staff nurture children's care needs and provide calming environments, helping them to feel safe and secure. Younger children have their own 'family adventure books' and develop a real sense of belonging. Babies and children have built close attachments with staff and their peers. Older children say, 'You can be my best friend.'

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need to do better?

n Staff have an excellent knowledge of how to sequence children's learning that is based on their individual needs and what they need to learn next. Subsequently, the planning of activities, the environment and children's learning are individualised and offer children the challenge they need. For example, older children match counters to the number of spots on a ladybird, and staff extend this for children who they feel are capable by introducing the concept of adding and subtracting. Children make good progress in their learning. n Staff make effective use of the information they gain from parents and other settings children attend. This enables them to provide continuity in children's learning, helping to close gaps in their development. Staff use robust monitoring procedures, and early identification is a strong focus. This helps staff to implement targeted support plans and strategies, ensuring that children receive

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need to do better?

the support they need swiftly. n Children benefit from various opportunities to develop their literacy skills in preparation for school. Older children enjoy story scribing, creating their characters and their own stories. From this, children independently create their

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need to do better?

1 July 2025 own books to share with parents, helping to embed learning. Staff use small- group times to support children's awareness of letters and sounds. However, occasionally, group times for some children are too long. This means, at times, children lose focus and become distracted from their learning. n Staff promote self-care and independence effectively from an early age. Babies practise wiping their faces and hands, younger children develop their competency when using knives and forks to feed themselves and older children scrape their own plates after lunch. These opportunities help children build a sense of independence and responsibility. n Children's awareness of the wider world is fostered through developing real-life connections with nature. Weekly forest school sessions help children to build self-esteem and explore nature further. In the wildlife garden, children water their own grown vegetables, plant new seeds and engage in discussions with

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need to do better?

staff about healthy foods. Outside of the setting, children enjoy bus trips, visiting local care homes, and walks along the canal. Children gain valuable experiences to support their learning. n Leaders have a good knowledge of how to observe and assess staff's practice and skills. They complete regular supervisions with staff and link these with setting targets and training, enabling them to gain additional skills and children to gain the most learning. For example, recent 'five to thrive' training has helped staff to understand more about the impact of change on children's emotions. Leaders continue to evaluate and develop the quality of provision, particularly outside. They have recently created the 'meadow' a further area where children can explore wildlife. n Parents speak highly of the setting. They appreciate the regular communication they receive on their children's progress and how they can continue their

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need to do better?

learning at home. Parents comment on the 'seamless' transitions for children into the on-site school and value the relationships staff build with children and families.

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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 the organisation of group times, ensuring that children are not sitting for too long, helping them to maintain their engagement and focus.

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Setting details

Unique reference number EY418402 Local authority Wiltshire Inspection number 10398531 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 57 Number of children on roll 88 Name of registered person Tiddlywinks Two Limited

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reference number

Telephone number 01225 866 288 Date of previous inspection 28 October 2019

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Information about this early years setting

Tiddlywinks Two Ltd registered under new ownership in 2010 and is situated in Bradford-on-Avon, Wiltshire. It is on the site of Fitzmaurice Primary School. The nursery opens Monday to Friday, from 8am to 6pm, 51 weeks of the year. There are 21 members of staff working directly with the children. Of whom, two hold an early years professional status, one staff member is a qualified teacher, three hold a level 6 qualification and 12 hold level 3 early years qualifications. There are currently three unqualified members of staff. The setting offers government funded places.

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Inspection activities

n The nominated individual and the manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector observed the quality of teaching and carried out a joint observation with the manager. n The inspector spoke to several parents and children during the inspection and took account of their views. n The inspector observed children's activities and staff teaching, inside and outdoors. n The inspector spoke to staff at convenient times and assessed their safeguarding knowledge. n A meeting was held between the inspector and the management team to discuss leadership. n Children spoke with the inspector during the inspection. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

1 July 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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