Tots and Tweenies Limited

Tots and Tweenies Limited

Unique reference number (URN): 2751652 Address: 54 B, New Road, Ilford, Essex, IG3 8AT Type: Childcare on non-domestic premises Registered with Ofsted: 23/10/2023 Registers: EYR, CCR, VCR Registered person: Tots And Tweenies Limited

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Children make progress from their starting points across the areas of learning. They develop their communication and language skills, for example, by naming objects, responding to questions and using words during play. Some children begin to use simple phrases to express their ideas and needs. Children develop early mathematical understanding, such as counting small quantities and recognising number through everyday experiences. They also build physical skills, including coordination and control, through regular movement activities.

p.2

Achievement Expected standard

Children who are less confident or new to the setting begin to engage alongside their peers, showing increasing participation in activities. Staff support children to access learning, so they can take part and develop key skills. Overall, children develop the foundational knowledge and skills needed for their next stage of learning, including readiness for school. However, children do not always develop language and communication skills as securely as they could, as opportunities to extend their responses are not consistently embedded.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders create an environment where expectations for behaviour are generally understood. Children follow daily routines, such as helping to tidy away resources when prompted and joining group times, where they greet others and take part together. Staff support children to understand expectations by giving reminders and guiding behaviour. Children form positive relationships with staff, who respond with warmth and reassurance. Staff support children to take turns, for example during small-group activities where children wait for their turn to use resources and are reminded to share materials. This helps children learn how to play alongside others and cooperate.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to learning. They engage in activities and respond to staff's direction, for example joining in with group singing and movement activities, where they follow instructions and participate alongside their peers. Staff consider children's age and stage of development, providing reassurance and encouragement to help them join in. Leaders promote the importance of attendance. They monitor attendance closely and follow up promptly when children are absent, helping to ensure that children attend regularly. However, expectations for behaviour are not always consistently reinforced during transitions between activities, which means routines are not always as orderly as they could be.

p.2

Children's welfare and wellbeing Expected standard

Leaders ensure that children receive consistent care that meets their individual needs. Staff know children well and respond promptly to their needs. For example, when a child indicates they feel unwell, staff provide reassurance, offer water and support them to rest in a quieter area while continuing to monitor them. This helps children feel safe, secure and well cared for. Children form secure and trusting relationships with staff, who interact with them warmly and consistently throughout the day. Staff offer reassurance and encouragement, helping children feel confident to seek support and take part in activities.

p.2

Children's welfare and wellbeing Expected standard

Staff support children to develop an understanding of health and wellbeing through daily routines. Children follow hygiene practices, such as handwashing, and are encouraged to eat healthy foods and stay hydrated. Staff talk to children about keeping their bodies healthy, including after physical activity. Children are supported to recognise and express their emotions. Staff check in with children and respond sensitively, helping them to feel settled and develop emotional security. Care routines, including mealtimes and personal care, are organised to meet children's needs and support their comfort and wellbeing. However, opportunities to consistently promote children's independence during routines are not always embedded, which means children do not always take responsibility for aspects of their self-care and daily experiences.

p.3

Curriculum and teaching Expected standard

Leaders have a clear understanding of the curriculum they want children to experience. They prioritise children's communication, personal, social and emotional development and physical development, ensuring that these areas underpin daily practice. Leaders reflect on teaching through regular discussions and have identified developing staff's practice as a key priority. The curriculum is designed to meet the learning and development requirements of the early years foundation stage. Staff provide a range of experiences that support children to explore, such as activities that promote early mathematics through counting and recognising quantity, and opportunities to develop physical skills through movement and coordination. Staff use their knowledge of children's development to support participation and engagement.

p.3

Curriculum and teaching Expected standard

Practitioners support children's language and communication by introducing vocabulary and engaging children in conversation during activities. They also use assessment to understand what children know and can do, using this information to plan experiences that build on children's starting points. Staff adapt their approach to support children who need additional help, for example, by simplifying language and providing additional guidance, so children can take part. However, staff do not consistently extend children's language and thinking during interactions, which limits how fully teaching builds on what children know and can do.

p.3

Inclusion Expected standard

Leaders create an inclusive environment where staff identify and respond to children's individual needs from the outset. They gather detailed information from parents and use ongoing observation to assess children's development and identify any emerging needs. Staff share this information regularly, helping them plan experiences that support children to take part. Leaders take appropriate action to reduce barriers to learning and wellbeing. For example, staff use visual prompts and simplified language to support children who are less confident to understand routines and join activities. Leaders work in partnership with parents and the local authority early years team to seek advice and adapt support.

p.3

Inclusion Expected standard

Leaders follow a graduated approach, where they assess children's needs, plan support, review progress and adjust strategies. They monitor children's progress through regular discussions and adapt support where needed. Staff receive training and ongoing coaching to support inclusive practice. Leaders use available funding, including support for disadvantaged children, to provide targeted resources and experiences based on children's needs. However, staff do not always consistently adapt interactions to fully support children's communication and participation, which means some children do not benefit as fully from learning opportunities. Leaders demonstrate an understanding of how to support children with special educational needs and/or disabilities and work with external professionals and families to meet their needs.

p.3

Leadership and governance Expected standard

Overall, leaders provide clear direction for the setting and generally maintain effective oversight of daily practice. There have been recent changes to staffing, with all staff newly appointed. Leaders have established systems, including daily briefings, ongoing coaching and regular meetings, to support staff in understanding expectations and developing their roles. Leaders demonstrate an understanding of the setting's strengths and areas for development. They have identified priorities, such as strengthening staff's practice and improving consistency across routines, and have begun to take action through training, mentoring and reflective discussions.

p.4

Leadership and governance Expected standard

Leaders make decisions in the best interests of children, including adapting support for those who face barriers to learning and working in partnership with parents and external agencies. They consider staff's wellbeing by organising manageable working hours and dedicated time for professional discussion. Professional development is prioritised. Staff receive induction, safeguarding training and ongoing support, which helps them understand their roles and responsibilities. However, leaders have identified priorities to strengthen the consistency of staff's practice. These priorities are not yet consistently embedded across daily teaching. As a result, teaching does not always reflect leaders' expectations. This means children do not always experience consistently high-quality interactions and routines.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

Children arrive at the setting and are warmly welcomed by staff, helping them to settle quickly and confidently. They separate from their parents with ease and begin their day by joining familiar routines, such as greeting their peers and taking part in group times. Children form positive relationships with staff, who respond to them with care, reassurance and encouragement. Children enjoy a range of play based experiences that support their development. They take part in group activities, such as singing, action rhymes and shared storytelling, where they learn alongside their peers. Staff support children to join in, take turns and share their ideas, helping them to build confidence and develop their social skills.

p.5

What it's like to be a child at this setting

Children explore resources and engage in imaginative play, using their developing language to express their ideas. Staff interact with children during play, offering encouragement and helping them to stay engaged. Children show enjoyment as they choose activities, explore materials and play cooperatively with others. Children take part in physical activities that support their coordination and stamina. They move in different ways, such as jumping, balancing and stretching, and show enthusiasm as they participate alongside their peers. Staff join in with children, motivating them and supporting their involvement.

p.5

What it's like to be a child at this setting

Children develop independence through daily routines, such as washing their hands, collecting their food and managing their belongings. They begin to understand expectations and take part in routines that support their growing confidence. Overall, children experience a setting where they feel valued, enjoy their learning and develop the knowledge, skills and confidence they need for their next steps.

p.5

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Tots And Tweenies Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 15:30

p.6

Next steps

Leaders should ensure that staff consistently support children to develop their language and thinking. Leaders should ensure that staff consistently reinforce expectations during transitions. Leaders should ensure that staff consistently promote children's independence through daily routines and activities.

p.6

About this inspection

The inspector spoke with leaders, staff, children and parents and carers during the inspection.

p.6

About this inspection

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. Local authority: Redbridge

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8