Tiny Champs Nursery

Tiny Champs Nursery

Unique reference number (URN): 2668838 Address: 183-185 Wood Street, London, E17 3NU Type: Childcare on non-domestic premises Registered with Ofsted: 03/05/2022 Registers: EYR Registered person: Tiny Champs Nursery LTD

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

All children develop their skills across all areas of learning well for their future learning and are prepared well for their move to school. Babies and toddlers in particular play in a language-rich environment and use words well in context. All children have regular opportunities to join in with rhymes, listen to stories and express themselves through dancing. They typically develop their communication skills well and learn to be articulate, confident communicators. Children typically gain early mathematical skills and knowledge. They learn to use mathematical language to name shapes, count accurately and describe quantities.

p.2

Achievement Expected standard

Children, including the youngest children attending, learn to be independent. From an early age, they learn self-help skills. For example, they learn to wipe their nose and know how to put their used tissue in the bin. Overall, children develop their attention and focus well during activities, particularly the oldest children.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders promote children's punctuality and attendance well. They work with families to support regular attendance and address any barriers sensitively. Leaders ensure that children's individual needs and circumstances are prioritised. This approach helps all children to access learning and make progress from their starting points.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders have established consistent routines that support children's behaviour and wellbeing. Staff set clear expectations for all children. Overall, they adapt the support they provide well to promote children's positive behaviour. Staff teach children to play gently with others, share and help to tidy up when they finish playing. Children learn how to behave well and work cooperatively with others. Staff also help children understand their emotions, such as when they look at pictures that depict different emotions and listen to stories about feelings. Children become increasingly able to manage their own behaviour and emotions.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff form positive relationships with children. They model respectful behaviour and reinforce routines well to help promote children's independence and self-regulation. For example, during daily routines, staff support children to lay the table at mealtimes, serve cups to their friends and serve themselves food. Overall, children show high levels of enjoyment in their play and learning. However, on occasions, staff do not plan activities that closely match children's individual learning needs and interests. This hinders children's motivation to be involved and at times their attitudes to learning.

p.2

Children's welfare and wellbeing Expected standard

Leaders and staff place children's welfare and wellbeing foremost in their practice. They provide a safe space for children to learn and play in. Overall, children typically enjoy the activities and learning opportunities staff offer them. Leaders and staff identify children's needs early and, in the main, they adapt their practice to provide the relevant support children need. Staff form warm, positive relationships with all children, including those with special education needs and/or disabilities. All children develop close attachments to the staff working with them. They are visibly happy and secure.

p.2

Children's welfare and wellbeing Expected standard

Children have regular opportunities to be physically active, such as during 'music and movement' sessions. Younger children use climbing equipment available inside and outside. Staff support children to develop their movements, balance and physical skills well. Children eat nutritious and balanced meals, including a range of fruit and vegetables. They successfully learn about healthy lifestyles and how to make healthy food choices. Staff successfully follow safe eating procedures and supervise children appropriately during mealtimes to help keep them safe. Staff follow good hygiene practices. They support children to wash their hands before eating and after wiping their nose to help prevent any cross-contamination of germs. Children learn how to keep themselves safe and healthy.

p.3

Curriculum and teaching Expected standard

Leaders have high ambitions for all children, and this is generally shared well with staff. Overall, staff successfully implement an inclusive curriculum. Staff show a clear focus on developing children's communication and language and physical development, as well as mathematical and social skills. Overall, leaders identify areas of the curriculum that may need development and take action to help improve its delivery, such as through training and during staff meetings.

p.3

Curriculum and teaching Expected standard

Staff know the children in their care well. They accurately assess children's achievements and mostly use this effectively to plan activities that support their next steps in learning. For instance, staff support the youngest children's language development well. They model language effectively and support children to learn and practise new words in context. Staff join in with children's play well and support the social skills of others. They encourage children to use mathematical language as they play, such as counting objects, teaching children about size and amounts and naming shapes. They also successfully support children to develop their hand muscles, such as during drawing and sensory activities. However, at times, some staff do not always interact skilfully, particularly with older children, to enhance opportunities for children to share and build on their ideas and thoughts and to develop their conversation skills further.

p.3

Inclusion Expected standard

Leaders successfully and swiftly identify children who are disadvantaged, known to children's social care or who have special educational needs and/or disabilities (SEND). Overall, staff are inclusive in the way they plan for and teach all children. They regularly monitor children's progress to help remove any barriers to their learning. Leaders use any additional funding they receive effectively, such as for children who are in receipt of early years pupil premium or SEND funding. For instance, they purchase specific resources, such as storybooks that reflect these children's individual interests to help them build attention and language skills. However, at times, some staff do not always skilfully adapt their teaching for some groups of children to help make a sustained difference to their learning opportunities and experiences. Leaders have established strong partnerships with parents and other professionals to help

p.3

Inclusion Expected standard

support children's individual needs. For example, staff meet with teachers at the schools that older children will attend, to share information about children to ensure support plans are in place for them from the outset.

p.4

Leadership and governance Expected standard

Leaders understand the setting's strengths and weaknesses. They take and act on feedback from other professionals, such as that given from previous Ofsted visits, to improve practice. They have recently strengthened staff's supervision of children to make sure that children are always in sight and/or hearing of staff to support children's ongoing safety.

p.4

Leadership and governance Expected standard

Leaders monitor staff's practice well, such as through frequent supervision meetings. They provide useful training when needed to support staff to improve their skills and knowledge. For instance, staff have recently completed training to further develop their understanding of how to support children's behaviour effectively. However, leaders are still supporting staff to embed some recent changes to the implementation of the curriculum to provide children with consistently high-quality teaching and learning experiences. Staff speak positively about the training opportunities they have had and the support the leadership team provides. They say that they feel valued and supported in their role.

p.4

Leadership and governance Expected standard

Leaders work in partnership with parents and other professionals effectively to support children, including those who may experience barriers to their learning or disadvantage. For instance, they share information with parents well to implement consistency in children's learning in the setting and at home. Parents are clear on how to support their children's development at home.

p.4

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

Children experience a safe environment where staff interact warmly, speak gently, offer praise and provide reassurance. Staff establish secure relationships with children and support children's emotional wellbeing effectively. Children confidently approach staff for cuddles if they need comfort. Children behave well. Staff encourage children to behave positively, such as through story time and guidance while they play. Children learn to be responsible, such as tidying up after themselves, and learn how to play kindly with others.

p.4

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

Overall, the environment and staff foster children's engagement, enjoyment and learning well. Staff implement daily routines effectively, especially during mealtimes and sleep.

p.4

Inspectors:

Melissa Seetal Anneka Mundy Children develop a sense of security and familiarity at the setting. They are well settled and know what to expect next. Children develop their independence well during mealtimes. For instance, they help to cut fruit for their snack. Staff successfully help children to develop their confidence, self-esteem, and self-help abilities. Staff mostly plan activities that interest children and extend their learning. Overall, all children progress well from their starting points and develop the key skills they need for their future learning, including those children who are disadvantaged or who have special educational needs and/or disabilities.

p.5

Inspectors:

Staff understand children's individual learning needs and, in the main, support these well. They identify when children may need additional support, such as if children have delays in their communication skills. They successfully provide the relevant support these children need to help reduce any barriers to their learning. Leaders recognise the importance of children's regular attendance at nursery to help support consistency in their learning. They work well with parents to promote this. Parents say that their children have made positive progress in their development and have settled well.

p.5

Next steps

Leaders should help staff to strengthen their interactions with children, particularly with the eldest children, to help extend opportunities for children to share their ideas and thoughts and develop their conversation skills further. Leaders should support staff to adapt planning and teaching to reflect children's individual learning needs more closely, particularly for the youngest children, to enhance their levels of enjoyment and engagement.

p.5

About this inspection

The inspectors spoke with leaders, practitioners, a special educational needs coordinator and parents during the inspection.

p.5

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.

p.5

About this inspection

The inspection started on 4 May 2026. Inspectors returned on 15 July 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

p.5

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Tiny Champs Nursery LTD

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

p.6

Address:

Local authority: London Borough of Waltham Forest

p.6

Facts and figures used on inspection

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

p.6

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.

p.7

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.

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.7

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.7

Urgent improvement

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

p.7

Urgent improvement

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

p.7