Tiny Tiggs Preschool

Tiny Tiggs Preschool

Unique reference number (URN): 2787174 Address: Ted Ray Scout Hall, 123 Springbank Road, London, SE13 6SS Type: Childcare on non-domestic premises Registered with Ofsted: 01/05/2024 Registers: EYR Registered person: Bayram, Jocet

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Strong standard

All children, including children with special educational needs and/or disabilities (SEND), confidently choose activities that interest and engage them. For example, children with SEND happily play in the sand and confidently identify hidden numbers they discover. This supports the development of children's mathematical knowledge and encourages them to talk about and build on what they already know.

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Achievement Strong standard

Children consistently develop secure and transferable skills across the curriculum that prepare them well for their next stage of learning and future school readiness. For example, children use tweezers to carefully pick up hidden bugs in soil, which strengthens their hand muscles effectively in preparation for later skills, such as writing.

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Achievement Strong standard

Children confidently communicate about things that interest them, such as discussing their favourite ice cream flavours. They consistently count, recognise and match numbers, talk confidently about the marks they make, independently access books and enthusiastically join in with songs and rhymes.

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Achievement Strong standard

All children, including those with SEND and children who may face barriers to learning and/or wellbeing, make strong and sustained progress from their different starting points. As a result, they consistently achieve well and successfully meet their developmental milestones.

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Behaviour, attitudes and establishing routines Strong standard

Leaders embed practices and policies that support children to develop positive attitudes and consistently good behaviours. Children form secure and trusting attachments with staff and consistently listen well and follow instructions. For example, staff encourage children to sing a tidy-up song so they know when to stop and begin tidying. Children respond promptly, tidying away resources quickly and sitting on the carpet facing the front, ready to listen. This routine supports smooth and efficient transitions between activities, ensuring that valuable learning time is maintained.

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Behaviour, attitudes and establishing routines Strong standard

Staff implement targeted strategies to support children with special educational needs and/or disabilities (SEND) and those who face barriers to learning to follow routines. For example, staff use visual supports to help children with SEND understand expectations, enabling them to remain calm, regulated and ready to learn.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff actively promote kindness and respect across the setting. They consistently use prompts such as 'kind hands' to remind children to play safely and considerately with their friends. Leaders have high and consistent expectations for behaviour, which are supported effectively by all staff. Children are also taught strategies to manage unwanted behaviour from others, confidently using phrases such as 'stop, I don't like it' to advocate for themselves. Leaders and staff provide well-planned opportunities for children to collaborate and work together. For example, staff model how to use voices and percussion instruments, enabling children to make music and perform together in a shared, purposeful activity.

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Behaviour, attitudes and establishing routines Strong standard

Leaders consistently support families who may find attendance challenging, working closely with them to promote regular and punctual attendance. They flexibly adjust session times to meet the changing needs of families. As a result, parents are supported to prioritise attendance, and children attend regularly and consistently benefit from the full learning offer.

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Children's welfare and wellbeing Strong standard

Leaders embed practices and policies that support the welfare, mental health and wellbeing of all children, including children with special educational needs and/or disabilities (SEND) and those who may face barriers to learning and/or wellbeing. They consistently promote positive daily routines that support children's health and independence. For example, staff encourage children to wash their hands before eating, reinforcing good hygiene habits. Parents are encouraged to provide healthy lunch boxes and water, supporting children to develop positive attitudes towards healthy eating from an early age. All staff sit with children at mealtimes, providing consistent support and reassurance, including for children with SEND, to ensure children eat safely and confidently.

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Children's welfare and wellbeing Strong standard

Leaders ensure that rest and sleep routines are securely embedded, supporting children's emotional and physical wellbeing. Safer sleep procedures are consistently followed, with staff regularly checking children while they rest. After eating, staff support children with SEND to remain calm and settled, enabling smooth transitions into their next learning experiences. Visuals and timers are used effectively so children understand expectations and can independently manage transitions between activities.

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Children's welfare and wellbeing Strong standard

Staff consistently support all children to understand and manage their emotions. They encourage children to talk about how they feel and what they can do to help themselves feel better. Children are taught simple breathing strategies effectively, enabling them to begin to regulate their emotions independently when they feel upset or overwhelmed.

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Children's welfare and wellbeing Strong standard

Leaders and staff actively promote healthy, active lifestyles. Outdoors, children confidently climb apparatus, ride tricycles and engage in chasing games with their peers, developing their gross motor skills and physical strength effectively. Children also use hammers to tap shapes and a range of one-handed tools, which successfully strengthens their fine motor control and supports early writing development.

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Curriculum and teaching Strong standard

Leaders create an ambitious, inclusive and well-sequenced curriculum for all children, including children with special educational needs and/or disabilities and those who may face barriers to learning, ensuring it is closely matched to children's individual needs. Leaders use their knowledge of children's next stages of learning effectively to ensure children make secure and sustained progress over time.

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Curriculum and teaching Strong standard

Leaders and staff precisely personalise learning, ensuring teaching is highly impactful. As a result, all children benefit from high-quality, targeted teaching that supports them to successfully meet their developmental milestones. All staff know the children well and clearly understand what they want children to know and be able to do next. Leaders share next steps with parents effectively, enabling them to consistently support learning at home.

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Curriculum and teaching Strong standard

Leaders prioritise children's communication and language development. For example, they share stories, sing songs and consistently use targeted questioning to encourage children to clarify their thinking and extend their ideas. Leaders also ensure that children embed secure mathematical vocabulary, supporting them to recall and use what they have learned with increasing confidence.

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Curriculum and teaching Strong standard

Physical development is a key priority. Leaders support children to strengthen both large- and small-muscle groups, indoors and outdoors, through carefully planned and purposeful activities. For example, children use pipettes to collect water, strengthening fine motor control in preparation for school. Staff consistently reinforce vocabulary, such as 'squeeze', 'fill' and 'empty', to embed language and mathematical understanding.

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Curriculum and teaching Strong standard

Leaders swiftly identify gaps in learning and respond with targeted planning to address them, ensuring that all children continue to make consistent and sustained progress across the curriculum.

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Inclusion Strong standard

Leaders embed practices that support them to identify and assess children's individual needs quickly. They liaise with specialist trained professionals for support and implement strategies that help to reduce barriers children face. For example, leaders use 'now and next' boards to support children with special educational needs and/or disabilities (SEND) to know what to expect, so they remain calm during activities and transitions. This helps children to focus during activities so they meet their milestones. Staff know the children well and use strategies that support children's individual needs. For example, children with SEND are interested in numbers, so staff put numbers and letters in areas that children like to play, such as the sand. This keeps children with SEND interested and engaged in play, so they consistently make progress.

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Inclusion Strong standard

Leaders use funding effectively to pay for additional staff to support children with SEND, so children can work in smaller ratios. This helps staff to work closely with children so they meet their individual needs. Leaders consistently make a demonstrable difference to all children so that children flourish from their starting points. For example, leaders know families well and the challenges that they may face. Leaders help to remove these barriers so families have time to meet their personal needs. This level of support means children achieve their best possible outcomes.

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Leadership and governance Strong standard

Leaders embed a culture of high expectations for children's learning and development, with a clear focus on meeting the needs of all children and their families so that children consistently flourish. They are refining the already excellent curriculum further to provide enhanced opportunities for children to gain knowledge about sustainability, supporting them to develop a wider and more secure understanding of the world in which they live. Leaders ensure robust and effective safer recruitment procedures are followed so that all staff are suitable to work with children. They consistently support staff to maintain the same high expectations for themselves and for children, enabling children to achieve well from their starting points. Leaders regularly observe high-quality interactions between staff and children to ensure practice remains consistently strong and children receive the very best care and education. Leaders are warm, approachable and reflective practitioners, providing

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Leadership and governance Strong standard

staff with constructive and supportive feedback that continually improves practice.

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Leadership and governance Strong standard

Leaders have recently completed specialist leadership training, which has had a positive impact on provision. As a result, they have developed a sensory room to support children's emotional regulation, helping all children to feel calm and secure. Leaders embed practices that ensure staff feel valued, supported and motivated in their roles. They prioritise ongoing professional development and training, enabling staff to feel confident and highly effective in their practice. For example, all staff regularly update their safeguarding knowledge to ensure children are kept safe at all times. Leaders also plan for all staff to undertake training in sign language so they can consistently meet the communication needs of all children, particularly those with special educational needs and/or disabilities.

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Leadership and governance Strong standard

Leaders form highly positive and trusting partnerships with parents, who report that they are very pleased with the progress their children have made since starting at the nursery. Leaders work effectively in partnership with a range of specialist professionals, implementing recommended strategies to support children to achieve their milestones and be well prepared for the next stage of their learning and school.

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

Children enter happily and confidently with their parents and/or carers into the calm, welcoming sensory area. Soft music plays in the background, helping children to understand that it is a time for calm and transition into the setting. Children independently hang up their coats, with parents supporting them to change their shoes where needed. They confidently locate their photos, self-register and place them on the 'hello board', demonstrating early independence and belonging. Children's cultural backgrounds are positively celebrated, including greetings such as 'hello' in different languages, which supports their sense of identity and inclusion. Leaders are continually extending opportunities for children to develop a wider and more secure understanding of the world in which they live.

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

Children develop skills across all areas of the curriculum. They use hammers to tap shapes, engage with locks to strengthen fine motor skills and create patterns in the creative area. They explore and understand different emotions using emotion resources, independently

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Inspector:

Michelle Blake access books and confidently climb apparatus to develop and strengthen large-muscle groups. Children form positive friendships and secure attachments with staff and confidently ask for help when needed. They are developing strong independence and self-help skills. For example, children are encouraged to put their shoes on themselves, which prepares them well for future learning and school readiness.

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Inspector:

Younger children enjoy outdoor play in the sand, where they explore filling and emptying containers of different sizes. Through these experiences, they develop early mathematical understanding and begin to use vocabulary such as 'fill' and 'empty' with increasing confidence.

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Inspector:

Children with special educational needs and/or disabilities and those who face barriers to learning and/or wellbeing are supported to access activities that meet their individual needs. For example, children who enjoy throwing are supported to engage safely with ball-throwing activities. Staff consistently model and reinforce vocabulary such as 'ball' and 'throw', supporting children's communication and understanding.

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Inspector:

In the sensory room, children access a stimulating and carefully designed range of activities. They independently look at books, developing early reading skills and a love of stories and characters. They identify and order numbers to strengthen early mathematical understanding or choose to explore the dark tent, where they develop imagination, curiosity and sensory awareness.

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Next steps

Leaders should enhance the already excellent provision for children to engage in sustainability and community activities to further strengthen their awareness of others and the world around them.

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About this inspection

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

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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.

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Address:

Ted Ray Scout Hall 123 Springbank Road London SE13 6SS

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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Facts and figures used on inspection

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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