Cheeky Tots

Inspection of Cheeky Tots St. Peters Church, Sumner Road, Harrow HA1 4BX

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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 and separate well from their parents on arrival. Staff warmly welcome them into the setting. They are responsive to children's needs, which helps them to feel valued, secure and ready to learn. Children are eager to explore the play opportunities on offer. They move confidently around the generous space before deciding where to spend their time. Staff develop a clear routine. For instance, they use picture cards to support children's understanding of what is happening next. Children are excited to see the 'now and next' board and tell their friends what they will do next. This helps to make transition times smooth.

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The provision is good

Staff provide a range of activities that celebrate children's similarities and differences. For example, children delight in making their faces using play dough. They are excited to look in the mirror and talk to each other about their hair and the colour of their eyes. Children particularly enjoy role play. They become highly engaged in the games that they develop. For instance, they play together for prolonged periods in the home corner. Children are particularly enthusiastic about dressing up. They persevere with tasks as they put on the outfits they choose. Staff offer just the right amount of support to enable children to develop the skills needed for dressing and undressing.

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need to do better?

n Staff promote children's health throughout the day. Children make full use of the outdoor environment, which offers rich opportunities for exploration and physical development. Staff plan regular outdoor play, encouraging children to be active and enjoy the benefits of fresh air. They also teach the importance of oral health and good hygiene practices, such as handwashing. Children bring healthy, balanced packed lunches. Staff also teach children about the importance of healthy eating, helping them to make positive choices that support their overall well-being. n Children develop a love of books. They enjoy plenty of reading opportunities in the cosy, well-used reading corner, which they access throughout the day. A lending library encourages them to take books home and share them with their families. This supports early literacy and provides a wealth of positive learning experiences. n Staff work hard to support children with special educational needs and/or

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need to do better?

disabilities (SEND). They work with families and professionals to ensure that children get the help they need. Staff receive training to use specialist equipment, promoting inclusion in the nursery. This gives all children access to quality learning and helps those with SEND make good progress. Key persons collaborate with parents and professionals to secure the right support and funding.

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need to do better?

3 September 2025 n Children are consistently encouraged to develop independence. For instance, they peel fruit at snack time, empty rubbish from their lunch boxes after meals and put on their own coats. Staff support them in these tasks while allowing them to take responsibility. This helps children strengthen and extend their skills. n Leaders accurately self-evaluate the quality of the provision. They seek the views of professionals, parents and children to help them reflect on the quality of care they provide. Leaders are ambitious and use feedback to help drive ongoing improvements. They are committed and strive for children to receive continuous, high-quality education to prepare them for their next stages of learning. n Staff value strong partnerships with parents and carers. From the start, they learn about each child's needs and interests and assess their development. Settling-in periods are tailored to each family, helping children feel secure.

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need to do better?

Ongoing communication supports good progress, and parents speak positively about the care and support provided. n Staff provide a broad curriculum for children and plan a wide array of fun and engaging activities to support their learning. However, they do not consistently introduce numbers and other mathematical concepts during play activities to support children's early mathematical skills. n Overall, staff support children's language and communication skills well. Staff engage older children in conversations. They act as good role models, helping children to learn to develop their conversation skills. Younger children enjoy taking part in singing and joining in with action songs, and staff support them with developing their vocabulary. However, some children who speak English as an additional language need more focused support with their developing language and communication skills.

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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 incorporate more mathematical vocabulary and concepts into everyday routines and activities to help widen children's understanding further n extend strategies to support children who speak English as an additional language to extend their communication and language skills further.

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Setting details

Unique reference number 2719881 Local authority Harrow Inspection number 10394478 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 36 Number of children on roll 22 Name of registered person Cheeky Tots Ltd

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reference number

Telephone number 07507498315 Date of previous inspection Not applicable

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Information about this early years setting

Cheeky Tots registered in 2023. It operates from St Peters Church in West Harrow, in the London Borough of Harrow. The nursery opens from Monday to Friday, from 8.30am to 4pm, term time only. The nursery provides government-funded childcare. It employs six members of childcare staff, five of whom hold relevant early years qualifications ranging from level 2 to level 6.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The inspector and the manager carried out two joint observations. n Parents shared their views of the setting with the inspector. 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

3 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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