Tiddlywinks Playgroup Ltd

Inspection of Tiddlywinks Playgroup Ltd St Albans Church Hall, Princes Road RM1 2RD

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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

Staff greet children with a smile as they arrive full of excitement ready for the day ahead. Children separate from their parents and carers with ease. They explore the learning opportunities that staff create for them. Children clearly enjoy the company of the staff, who make sure that every child is occupied in their learning and happy. Staff set out a varied range of activities that reflect children's interests and abilities. Staff embrace children's ideas when planning activities. Children know where to find additional resources to extend or vary their play.

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The provision is good

Managers and staff have designed an interesting curriculum to ignite children's curiosity. For example, babies learn about different textures as they explore sensory resources. Older children enjoy singing and making music using various instruments in the outdoor area. All children access the outdoor area each day to develop their physical skills and support their well-being.

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The provision is good

Staff have clear and consistent expectations of children. This helps children to regulate their behaviour effectively. For example, children know to listen at group times. They quickly remind their friends when they are not following the rules. Staff take a positive approach to supporting children's behaviour through regular praise. Children respond to this praise and behave very well.

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need to do better?

n Staff develop a coherently planned and sequenced curriculum that builds on children's interests, knowledge and skills as they progress through the setting. Staff sing songs to babies, who beam with delight. This supports their developing communication and language skills. Older children build large towers with the soft-play blocks and staff model mathematical language, such as 'more' and 'less'. Staff ask children to predict how many blocks will balance on the tower. This supports children's mathematical skills. n Large-group times are planned well. Children listen intently to familiar stories that staff read in a captivating way. They wait patiently for their turn in group activities and listen when their friends are talking. Children express their feelings and staff support less-confident children to participate in their own way. Children build on what they already know and recall past experiences. For example, they

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need to do better?

excitedly tell the group a rainbow comes after a storm. n Staff support parents to provide healthy packed lunches for their children. Children have many chances to develop their independence. For example, they learn to use the toilet, wash their hands and wipe their noses. Staff encourage children to build these skills from an early age. Staff plan stimulating and safe environments, including when outdoors. This encourages children to explore freely.

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need to do better?

10 September 2025 n Managers and staff value contributions from parents and other professionals. This helps to build positive relationships to support all children. Staff promote an inclusive environment for all children. n Staff establish excellent partnerships with parents. They make focused use of handover times to exchange information with parents about their children's day. To help parents support children's learning at home, staff invite them to come into the setting for stay-and-play sessions. Parents speak highly about the nurturing staff. Staff recognise and celebrate the diversity of children and families at the setting. n Managers recognise the importance of regular professional development and work in partnership with the local authority to access relevant training. They provide staff with supervisory sessions and feedback on their overall practice. However, some staff working with babies have inconsistent knowledge or

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need to do better?

experience with this age group. More-experienced staff are are not consistently deployed to monitor staff with less experience and to provide support to them. n Staff are friendly and the key-person system is generally effective. Staff accurately assess children, which means that gaps in children's learning are swiftly identified. All children make good progress in their learning and development. On the whole, staff form strong attachments with children. However, at times, new children do not always have one identified key person to help them to form secure attachments from the very start.

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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 continue to improve monitoring systems to provide even greater consistency in teaching across all age groups of children n review key-person arrangements to help children to form strong attachments right from the very start.

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Setting details

Unique reference number 2754295 Local authority Havering Inspection number 10315782 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 54 Number of children on roll 36 Name of registered person Tiddlywinks Playgroup Ltd

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reference number

Telephone number 07960268889 Date of previous inspection Not applicable

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Information about this early years setting

Tiddlywinks Playgroup Ltd opened in 2023 and is located in Romford in the London Borough of Havering. The setting is open during term time, from 8am to 3pm, Monday to Friday. The setting employs seven members of childcare staff. Of these, one member of staff holds qualified teacher status, five staff hold appropriate early years qualifications at level 3 and one member of staff holds a qualification at level 2. The setting provides government funded childcare.

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Inspection activities

n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector and manager carried out a joint observation of a group activity. n Children interacted with the inspector during the inspection. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn.

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Inspection activities

10 September 2025 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

10 September 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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