Tiddlywinks Nursery Limited

Tiddlywinks Nursery Limited

Unique reference number (URN): 2878169 Address: 22 Sylvia Avenue, BIRMINGHAM, B31 3LE Type: Childcare on non-domestic premises Registered with Ofsted: 30/03/2026 Registers: EYR Registered person: Tiddlywinks Nursery Limited

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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 Needs attention

Children's achievement is inconsistent because the quality of teaching and learning experiences varies across the setting. Children develop some of the knowledge and skills they need for their future learning through their daily experiences and interactions. Older children talk confidently and clearly to new people. They are comfortable to share their ideas in small groups. They can express their interests and what they would like to do next. Some children listen to stories with enjoyment and join in with familiar discussions during group activities. They recognise aspects of their names and begin to hear initial sounds in words. Children are developing early mark-making skills. They begin to develop awareness of the needs of others. For example, they say sorry when they accidentally hurt their friends, and independently share resources during play. Children demonstrate some early mathematical skills, such as counting in sequence and understanding concepts of size and space.

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Behaviour, attitudes and establishing routines Needs attention

Leaders have not ensured that all staff manage children's behaviour and emotional responses consistently enough. Staff do not always have realistic expectations of children's age and stage of development. They do not consistently support children to understand and manage their feelings and behaviour in a positive and developmentally appropriate way, especially for younger children. Following feedback, leaders take swift action to ensure staff share their positive ethos on managing children's behaviour and emotions. Some younger children are expected to sit for extended periods of time during adult-led activities that are not consistently developmentally appropriate. This reduces how successfully some children sustain concentration, motivation and involvement in learning experiences.

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Behaviour, attitudes and establishing routines Needs attention

Children have formed attachments to staff. Outdoors, children show positive attitudes to learning and remain engaged for long periods of time. Children cooperate with one another, share resources and develop confidence to explore equipment and play spaces independently. Staff support children to understand routines and encourage discussion during social occasions, such as snack times. Leaders recognise the importance of attendance and share this ethos with families. This builds positive attendance habits ready for school.

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Children's welfare and wellbeing Needs attention

Weaknesses in leadership oversight mean that past policies, procedures and daily practice did not consistently reflect current guidance. Younger children sleep with pillows underneath their sheets. In addition, staff routinely plan for some younger children to sleep in a pushchair, rather than being moved to a suitable flat sleep surface. Leaders reflect on feedback and take immediate action to mitigate any risk to children by changing practice and informing staff of these changes. Leaders do not ensure that welfare facilities consistently meet children's needs. The newly developed pre-school area does not have handwashing facilities. This means after toileting children can only use a hand sanitiser. Again, this is not good practice and increases the spread of germs. Staff generally know children well, and children form warm relationships with familiar adults. Children benefit from nutritious snacks and meals, and staff promote healthy eating during

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Children's welfare and wellbeing Needs attention

social mealtimes. They have access to fresh drinking water throughout the day. Children also benefit from regular opportunities for fresh air, physical exercise and outdoor learning experiences that support their physical wellbeing and enjoyment.

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Curriculum and teaching Needs attention

Leaders have not ensured that the curriculum is designed and implemented effectively enough to support children's progress securely across all areas of learning. They do not consistently ensure that teaching, resources and learning environments are sufficiently ambitious or well matched to children's ages and stages of development. As a result, some children lose focus quickly and do not sustain deep engagement in learning. Some adult-led activities are overly directed and lead to passive learning. Staff do not consistently adapt teaching well enough for younger children or children at different stages of development. At times, expectations placed on children are not developmentally appropriate, including expecting younger children to sit and participate in activities for extended periods of time.

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Curriculum and teaching Needs attention

Teaching is more effective outdoors, where staff support children's learning through play experiences and physical opportunities. Staff encourage children to take themselves on imaginary journeys in role play spaces, transport resources in wheelbarrows and act out familiar experiences together. They provide children with opportunities to strengthen their muscles and develop coordination, such as through swinging, climbing, sliding and balancing. Staff encourage children to become more adventurous, develop confidence and begin to understand aspects of risk in their play.

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Inclusion Needs attention

Children who face barriers to their learning and wellbeing, including children with special educational needs and/or disabilities, do not consistently benefit from sufficiently inclusive practice. Leaders do not take all possible steps to ensure that children with more complex behaviour and emotional needs are fully supported to remain included within the setting. As a result, some children do not receive the individualised support, strategies and adaptations they need to help them access learning and develop positive relationships. This is variable across the nursery.

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Inclusion Needs attention

Some children's individual needs are identified in aspects of the provision, and staff generally know children and families well. Leaders understand some of the barriers children face. Some staff offer tailored support. They listen to the voice of the child and work closely with parents. For example, they adapt the routines, such as bringing forward lunch and nap times, for children who are struggling with sleep patterns at home. Leaders consider the use of funding to support the needs of the children. They have plans to help reduce barriers children face in their learning.

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Leadership and governance Needs attention

The nursery is in a period of management change, and it is adapting to new structures in leadership. During this time, leaders have not ensured that the setting is organised and managed effectively enough to support children's learning and wellbeing consistently. Leaders' monitoring and evaluation processes have not been effective enough to identify and address weaknesses in practice. Once feedback has highlighted issues, leaders respond positively and make immediate changes to reduce any risk of harm to children.

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Leadership and governance Needs attention

Leaders plan to reduce staff workloads and increase their training programme to include new safer eating and sleep guidance. They recognise the need to change and improve practice. They are keen to provide the best care and education so that children thrive in their nursery. Leaders prioritise staff wellbeing, and staff report they feel happy in their roles. Leaders engage positively with parents, carers and other professionals. Parents express they are happy with the care their children receive. They comment communication is a key strength, and information is regularly shared. This helps provide a consistent approach and link between home and nursery.

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

The nursery is in a period of management change, and it is adapting to new structures in leadership. Weaknesses in oversight mean that children do not consistently benefit from well-planned and quality experiences that fully support their learning, development and wellbeing. Staff do not consistently implement good practice regarding safer eating and sleeping guidance. For example, some children do not sleep on a firm flat surface, and some food is not appropriately sized for younger children to eat. Leaders immediately acknowledge these weaknesses, and they take appropriate action to ensure this practice no longer occurs. At times, staff interactions with children are not consistently positive or developmentally appropriate. Again, leaders take action to support staff with their workloads and behaviour management strategies. The quality of education is inconsistent, and some activities do not reflect children's stage of development or individual needs well enough. This

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

Children are generally happy and confident in the setting. They enjoy spending time outdoors, where they benefit from a variety of opportunities to move, explore and use their imaginations. Older children cooperate well with one another, share resources and engage positively in role play and physical play. They use mathematics and count naturally in their play. Snack and mealtimes support children to develop social skills as they talk about their experiences, healthy foods and daily routines.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

improve leadership oversight, monitoring and evaluation of staff practice so that weaknesses are identified and addressed promptly so that children consistently receive high-quality care and education 25/09/2026

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Action Completion Date

provide staff with targeted training and support that focuses on where they need to improve their practice 25/09/2026

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Action Completion Date

provide suitable handwashing and toileting facilities that meet the needs of the children and promote their good health 25/09/2026

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Action Completion Date

strengthen the curriculum so that teaching and experiences are consistently ambitious, engaging and well matched to children's age and stage of development 25/09/2026

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Action Completion Date

strengthen inclusive practice so that children who face barriers to their learning receive consistent support, adaptations and strategies that help them remain fully included in the setting 25/09/2026

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About this inspection

The inspectors spoke with leaders, staff and children 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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About this inspection

The inspection started on 13 May 2026. It was paused in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy. An inspector returned on 14 May 2026 to complete the inspection. Anne Dyoss

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tiddlywinks Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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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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