Toddler Town

Toddler Town

Unique reference number (URN): 2770584 Address: Hillview Meeting Hall, 9 Hillview Avenue, Hornchurch, Essex, RM11 2DN Type: Childcare on non-domestic premises Registered with Ofsted: 09/02/2024 Registers: EYR Registered person: Playschool Limited (T/a Toddler Town)

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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

Children make significant progress from their starting points and confidently apply their learning in play. For example, when drawing minibeasts, young children use mathematical language such as, 'I am going to draw a big ladybird,' showing secure understanding. Children remain highly engaged in mark making, including adding features such as spots to ladybirds.

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Achievement Strong standard

Children demonstrate a secure understanding of the world through imaginative play. In the kitchen area, they independently use resources such as ovens to 'bake' cupcakes and eagerly share these with staff, reflecting their understanding of real-life experiences.

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Achievement Strong standard

Children communicate confidently and use a broad range of vocabulary. When making sandcastles, they retell instructions using sequencing language such as 'first', 'then' and 'next', accurately describing each step. This shows excellent understanding and recall.

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Achievement Strong standard

Children develop secure early mathematical and literacy skills in preparation for school. They count on their fingers and begin to recognise and write their names. Parents report that children practise these skills at home, demonstrating sustained impact of learning beyond the setting.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious and well-sequenced curriculum that consistently builds on what children know and can do. Staff plan and deliver learning that is tailored to children's individual needs. They skilfully adapt activities in the moment, enabling all children to engage deeply in learning. Children develop physical skills at different rates. Some practise pouring and emptying water into large containers, while others refine their hand– eye coordination by pouring water into narrow tubes. Consequently, children gain increasing control and coordination in their movements.

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Curriculum and teaching Strong standard

Staff provide consistently high-quality interactions that promote children's communication and language development. They extend children's thinking through purposeful questioning and precise modelling of vocabulary. For example, children confidently describe the features of minibeasts and categorise them into 2 groups, those with wings and those without. Children with barriers to learning are supported effectively through carefully adapted teaching, enabling them to access the same curriculum and build understanding incrementally. Staff create rich opportunities for children to develop listening, attention and comprehension. For example, staff read 'Mad about minibeasts' to children in a small focus group. They encourage the children to sustain focus and listen for key information. Children engage enthusiastically, listening, thinking and acting simultaneously.

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Curriculum and teaching Strong standard

Leaders embed the teaching of mathematics across the provision. Children develop secure early mathematical understanding, including recognising numerals and applying their knowledge in meaningful contexts.

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Expected standard

The curriculum consistently promotes children's personal, social and emotional development. Staff explicitly teach cooperation, turn-taking and positive relationships during play. As a result, children increasingly interact positively with others.

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Behaviour, attitudes and establishing routines Expected standard

Staff establish clear, well-embedded routines that help children understand what is happening next. Children listen and respond well to instructions, and staff provide timely support to help children share and play collaboratively. They support children effectively to regulate their behaviour and begin to manage their own actions. Leaders promote the importance of attendance and monitor patterns, putting support in place where needed.

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Behaviour, attitudes and establishing routines Expected standard

Although leaders have high expectations for all children's behaviour, these expectations are not consistently applied. For example, when children place non-edible items in their mouths, some staff intervene promptly, while others do not. This inconsistency leads to mixed messages and limits children's understanding of boundaries.

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Behaviour, attitudes and establishing routines Expected standard

Children form secure attachments with staff. Those who become frustrated or who are not yet able to communicate verbally, confidently seek reassurance. They use gestures and pointing to express their needs. Staff respond sensitively, showing kindness and patience, which helps children feel safe and understood. Key-person arrangements are effective. Parents know their child's key person and feel confident in these relationships. Most children enjoy the activities on offer and engage for sustained periods. They show a positive attitude to learning and are keen to involve adults in their play. For example, children pretend to go shopping, returning to the home corner to share items and talk through their experiences. Staff engage well in these moments, supporting sustained shared thinking through meaningful interactions.

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Children's welfare and wellbeing Expected standard

Staff support children's health and wellbeing effectively. Children enjoy a range of nutritious meals and snacks. Older toddlers and pre-school children are encouraged to serve themselves at mealtimes, promoting their independence from an early age. Leaders ensure that children spend plenty of time outdoors in the fresh air, supporting the development of their large- and small-muscle groups. Children also benefit from safe, clean and comfortable sleep areas where staff supervise them appropriately and follow the setting's procedures. Staff respect children's privacy during personal care routines, including nappy changing and toilet training. Children begin to learn about keeping themselves safe from an early age.

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Children's welfare and wellbeing Expected standard

Key persons know children and their families well and engage with them regularly. Children who need additional emotional support receive comfort and access to calm spaces, helping them to regulate their feelings and emotions. As a result, children are happy, feel secure, and those who are new to the setting settle well. Leaders understand the risks associated with digital technology. However, some staff are not yet confident in teaching children how to keep themselves safe online. This limits how effectively children develop their understanding of online safety.

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Inclusion Expected standard

Staff know children well and routinely share information about their progress with leaders and parents. This enables early identification of any emerging developmental needs. Leaders provide targeted one-to-one support where required, including for disadvantaged children, those with special educational needs and/or disabilities (SEND) and those known to children's social care. Leaders and staff follow a continuous cycle of assess, plan, do and review. This ensures that children with SEND receive an appropriate level of support. Staff prioritise communication and language development, using repetition and focused reading to strengthen children's understanding and vocabulary.

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Inclusion Expected standard

Leaders work effectively with parents, the local authority and external professionals, including educational psychologists and social workers. They use their knowledge of children's circumstances to implement tailored support, such as calm spaces to support emotional regulation and wellbeing.

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Inclusion Expected standard

Leaders have a secure understanding of disadvantaged children's needs and use early years pupil premium funding purposefully, for example to enhance outdoor provision and communication resources. They monitor and review the impact of this support termly. However, not all staff have a consistently secure understanding of how funding is used and its impact.

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Inclusion Expected standard

Leaders assess professional development. They have identified further training and support for staff responsible for special educational needs coordination to strengthen inclusive practice.

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Leadership and governance Expected standard

Leaders prioritise professional development, staff support and wellbeing. Staff have a secure understanding of mandatory training and explain how this improves their day-to-day practice. For example, leaders respond appropriately to changes in the setting, such as the increasing number of babies. Staff are undertaking relevant training to strengthen their knowledge of care and development for children aged under 2. Opportunities are provided for staff to share learning, which supports consistency in practice. Staff report high levels of wellbeing, and leaders manage workload effectively so that staff feel valued and motivated

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Leadership and governance Expected standard

Leaders engage positively with parents. Parents speak highly of the setting and report that they are well informed about their child's experiences and development. This contributes to effective partnerships and confidence in the quality of care provided.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the setting's strengths and areas for development. They are committed to continuous improvement and have a clear vision and strategy to enhance the environment. This includes plans to create defined areas that support children's age and stage of development and meet the needs of children with special educational needs and/or disabilities. The planned improvements to the environment aim to strengthen risk management and provide purposeful spaces that support children's learning, development and wellbeing.

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

Children are happy and content in this welcoming setting. Parents speak positively about how much their children enjoy attending and value the care they receive. Children arrive confidently and are eager to meet their friends and familiar adults. They form secure relationships with staff, who greet them warmly and help them to feel included. As a result, children feel safe and explore their environment with confidence. They develop a strong sense of belonging.

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

Children's developmental stages are carefully considered, and staff support them to make progress towards the next steps in their learning. For example, older children confidently categorise minibeasts by their features, such as wings, while younger children and those with special educational needs and/or disabilities are supported to find and identify minibeasts using magnifying glasses and sensory activities. Staff use information cards effectively to extend children's understanding of key features and introduce descriptive language, such as number of legs or colour. These shared experiences promote children's communication and language through thoughtful, purposeful interactions. Leaders and staff work closely together to sequence learning, and curriculum plans are well embedded.

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

Children enjoy spending time with staff, who are consistently available and attentive. Older children quickly engage in activities and sustain their focus for extended periods. Staff join children's play sensitively, modelling interactions and supporting those who need help to develop relationships with their peers. Parents feel involved in their children's experiences and trust the guidance provided by staff. Overall, children thrive in a nurturing environment where they are supported to build confidence, develop friendships and enjoy their learning.

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Next steps

Leaders should strengthen consistency in how staff respond to children's behaviour so that expectations are applied uniformly and children develop a secure understanding of rules.

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Address:

Hillview Meeting Hall 9 Hillview Avenue Hornchurch Essex RM11 2DN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Playschool Limited (T/a Toddler Town)

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

Leaders should support staff with knowledge and confidence in teaching children how to keep themselves safe when using digital technology.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator, assistants and chef 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. 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. 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 .

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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