Tilly's Preschool Limited

Inspection of Tilly's Preschool Limited 21 Alexandra Gardens, Carshalton SM5 4LJ

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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

Children are happy, confident and independent. Staff provide a welcoming and engaging environment, which children happily explore throughout the day. Staff support children's emotional and social well-being. For example, they encourage sharing skills and provide comfort when needed. Children explore with their friends and engage in activities with staff. They share their thoughts and experiences, such as role playing in the home-corner cafe, or engaging in activities that follow the theme of 'All About Me'.

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The provision is good

Children make good progress because staff have high expectations of what they can achieve. This includes children who receive additional funding and those that have additional support from external professionals. Staff ensure that all children, especially those with special educational needs and /or disabilities (SEND) and who speak English as an additional language, understand the routine and where to find resources. For example, staff use a visual timetable and label all of the toy boxes with picture and word labels.

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The provision is good

Staff place a key focus in the curriculum on communication and language development and preparing children with skills to be ready for school. For example, they encourage children to use self-registration boards. Children are very independent and confident in their routine. They put their belongings away on their labelled pegs, help to tidy up and put their own lunch boxes away in the morning. The key-person system is well embedded. Staff have secure bonds with children. Children behave well. They show high levels of interest and positive attitudes to their learning.

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need to do better?

n Staff plan a variety of activities that scaffold children's learning experiences. For example, they create an art table, which follows the theme of a book about sharks that children previously enjoyed. This has a positive impact on children's progress and supports them to achieve their next steps in development. n Children have access to water, sand, sensory and malleable play throughout the day, including play dough and painting. Children with SEND benefit from the sensory activities, such as pressing on the sequin board and running their fingers through the texture. Staff plan these experiences to encourage children to be expressive and creative. n Staff reflect on the planning each week with leaders. They discuss if children's learning goals have been met or if they need to adapt the activities. This ensures that all children make progress and reach their personal developmental milestones, which key persons create with parents and carers' input.

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need to do better?

n Staff have an ambitious curriculum in place, which has a key focus on children's

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need to do better?

24 September 2025 communication and language, independence, social skills and school readiness. However, staff do not support children in other areas of learning as consistently, such as mathematics, For example, at times, they do not develop children's counting skills further. n Leaders are aware of the limitations they have on promoting physical play outdoors due to the garden size. They, therefore, implement some activities indoors, such as dancing. However, leaders have not considered how to extend the curriculum for physical development to include other skills, such as balancing, skipping, running and engaging in risky play. This does not support children to practise a range of physical skills. n Staff support children to understand healthy eating habits. For example, they engage children in conversations about good food choices. Staff provide children with a healthy option snack trolley that they have access to for a rolling snack

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need to do better?

time. n Parent partnership is strong and important to staff. Staff create monthly newsletters, post daily activities, have frequent discussions about children's progress and use interactive systems, such as whiteboards, to relay key messages. They work closely with parents. For example, staff provide a lending library and post daily ideas for activities that families can easily access. This helps children to continue their learning at home. n Leaders are ambitious about staff's professional development. They provide good opportunities for staff's training and development. This has a positive impact of children's learning. n Staff meet children's personal and care needs well. For example, they use privacy boards for nappy changing. Staff encourage children to wash their hands before meals, as well as providing comfort and reassurance when needed. This helps children to develop their self-care 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 provide opportunities to support children's physical play and development further, indoors and outdoors n develop the curriculum to support children's early mathematical learning and development more consistently.

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Setting details

Unique reference number EY547763 Local authority Sutton Inspection number 10399243 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 Sessional day care

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inspection

Total number of places 24 Number of children on roll 17 Name of registered person Tilly's Preschool Limited

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reference number

Telephone number 0208 669 3240 Date of previous inspection 25 November 2019

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Information about this early years setting

Tilly's Preschool Limited registered in 2017 and is based in the London Borough of Sutton. The setting operates during term time, from 9.15am until 2.15pm, Monday to Friday. It provides government funded childcare. The setting employs six members of staff, all of whom have appropriate childcare qualifications at level 3.

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Inspection activities

n The inspector went on the learning walk with a leader to discuss their curriculum and what it is they want children to learn. n The inspector and the leader did a joint observation and had a discussion on the quality of education. n The inspector talked with parents and staff throughout the inspection to gain an overall insight into parents' views, safeguarding arrangements and knowledge of children's next steps in learning and the curriculum intent. n The inspector observed general routines and activities to explore staff's engagement and quality of education, and evaluated the impact on children's learning. n The inspector had a leadership and management discussion with leaders, including the provider and leader. Relevant documentation was checked to ensure effective suitability and recruitment checks were in place. n The inspector spoke with the special educational needs coordinator about how they monitor, support and work with other professionals to support children with

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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

24 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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