Tiny Tots Nursery School

Tiny Tots Nursery School
Unique reference number (URN): 110019
Address: Down Grange Farmhouse, Pack Lane, Basingstoke, Hampshire, RG22 5SN
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/01/1995
Registers: EYR, CCR
Registered person: Storal Nurseries Limited
Inspection report: 19 February 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
Achievement Strong standard
Children make strong progress from their starting points, particularly in communication and
language. Babies show high levels of engagement during heuristic sensory play, using their
senses to investigate a range of natural objects with interest, curiosity and concentration.
Older children deepen their understanding through rich conversations during activities, such
as potion making, obstacle course building and group storytelling, where they confidently
discuss characters' emotions and link these to their own experiences. Toddlers benefit from
meaningful, story linked experiences, such as going on walks to collect natural items that
connect to their book theme 'Room on the Broom'. They use their collected materials to
recreate scenes from the story, strengthening understanding, imagination and expressive
language.
Children with special educational needs and/or disabilities make significant progress
because staff consistently implement specialist strategies, for example embedding specialist
guidance and detailed personal care plans and adapting routines, to promote independence.
Disadvantaged children also benefit from targeted support, including the use of additional
funding to provide personalised resources that extend learning. As a result, all children,
including those who face barriers to learning, are very well prepared for their next stage,
demonstrating confidence, independence and readiness for school.
Behaviour, attitudes and establishing routines Strong standard
Leaders have embedded a harmonious and respectful culture in which children demonstrate
consistently positive behaviour and attitudes. Leaders and staff have established a calm,
nurturing environment where expectations are clear and consistently reinforced. Secure,
trusting relationships between staff and children mean that children feel safe, valued and
confident to explore. Staff model warm, respectful interactions, helping children to learn how
to collaborate, share and navigate social challenges with growing independence.
During group times and storytelling, children listen attentively, show empathy and discuss
characters' feelings, demonstrating a developing understanding of emotions. Older children
encourage and cheer one another on during outdoor obstacle-course activities, showing
strong cooperation and awareness of others.
Routines are well embedded across the setting and adapted to meet children's ages and
stages of development. For example, toddlers are supported to manage self-care routines,
such as finding their slippers and washing their hands, while older children confidently help
prepare tables for lunch by counting cups and plates.
Leaders positively promote the importance of regular attendance and have robust systems
to monitor patterns and follow up any concerns promptly. Staff consider individual needs
sensitively, including children with special educational needs and/or disabilities, ensuring
that they can participate fully in everyday routines. Overall, children are enthusiastic learners

who feel secure, behave extremely well and demonstrate positive attitudes throughout the
day.
Children's welfare and wellbeing Strong standard
Children's welfare and wellbeing are well supported through warm, responsive relationships
and highly effective care practices. Staff know children and their families extremely well and
understand their individual needs, preferences and routines, which enables them to provide
attentive, personalised care.
Babies form secure attachments with familiar key persons, seeking comfort, reassurance
and interaction with confidence. Staff sensitively follow children's sleep and feeding routines,
ensuring that babies feel safe, settled and emotionally secure. Older children develop strong
self-care skills as staff guide them to wipe their noses, wash their hands, help set tables and
make choices that support their developing independence.
Children's emotional wellbeing is nurtured through consistent routines and a calm
environment. Staff help children understand and express their feelings, for example, through
stories, props and discussions, enabling them to build resilience and recognise emotions in
themselves and others. Children are supported how to understand how to keep themselves
safe, for example, by using equipment correctly and following simple safety instructions.
Staff provide daily opportunities for active play, outdoor exploration and movement that
strengthens children's physical coordination and confidence.
Children with special educational needs and/or disabilities or those with additional needs
receive highly tailored support, including the use of specialist equipment, clear care plans
and joint work with external professionals, ensuring that they fully participate in all aspects of
nursery life. Leaders work closely with families to ensure continuity of care, responding
sensitively to changes in circumstances and offering early support where needed. As a
result, all children thrive, feel valued and develop long-lasting healthy habits that help to
secure a strong foundation for their future learning.
Inclusion Strong standard
Leaders have created a deeply embedded culture of inclusion where all children, whatever
their starting points or needs, are recognised as unique individuals. Experienced staff hold a
secure understanding of each child's developmental needs and use this knowledge to
identify emerging needs quickly and accurately. They draw on a wide range of information,
for example, from observations, family conversations and external professional input to
ensure that assessments are precise and lead to meaningful targets.
Leaders take proactive steps to remove identified barriers to learning through specialist
guidance, appropriate adaptations and targeted support. For example, staff expertly work
closely with external professionals in the sensory room to embed physiotherapy and
occupational therapy, applying therapeutic strategies with consistency. Leaders provide staff
with skilled guidance and ensure that support plans are reviewed regularly, with clear
evaluation of what is working and what needs to change.

Expected standard
Strong collaboration with parents and external agencies ensures that children benefit from
consistent approaches across home and nursery. Leaders use additional funding effectively,
tailoring resources, such as therapeutic play materials or personalised learning tools, to
maximise progress for disadvantaged children or those who require additional support. As a
result, children with special educational needs and/or disabilities and those facing wider
vulnerabilities make strong progress and participate fully in all aspects of nursery life.
Leadership and governance Strong standard
Leadership across the setting is consistently strong, with leaders demonstrating high
expectations, professionalism and ambitious vision for achieving the best possible outcomes
for all children. They know the strengths of the provision well and take purposeful, informed
action to address areas for development. Leaders have established a culture of continuous
improvement, where reflective practice is embedded and staff are encouraged to learn,
refine and strengthen their skills. Regular supervision, peer observations and targeted
coaching ensure that professional development is meaningful and has a positive impact on
day-to-day practice. Leaders use training opportunities effectively, enabling staff to develop
expertise in areas such as heuristic sensory play, behaviour management, outdoor learning
and inclusive teaching.
The team benefits from a long standing, committed workforce that provides stability and
consistency for children and supports the strong, embedded culture across the setting.
Decisions made by leaders are firmly rooted in the best interests of children, including those
who are disadvantaged, those with special educational needs and/or disabilities or those
who face challenges. Leaders work closely with families and external agencies to ensure
that children receive timely support and experience high-quality, consistent care.
Staff's wellbeing is prioritised, with leaders fostering a supportive culture in which staff feel
valued, respected and confident in their roles. As a result, the whole team works cohesively
and professionally, contributing to a setting where children flourish and the quality of
provision continues to strengthen.
Curriculum and teaching Expected standard
Overall, the curriculum is well sequenced, enabling children to build securely on what they
know and can do. Staff have a sound understanding of the curriculum's intent and typically
deliver it with purpose, using their knowledge of children's starting points, interests, next
steps and stages of development to shape learning. Communication and language are
prioritised well, with staff modelling vocabulary, narrating play and engaging children in
conversations across all areas of learning.
Staff use assessment appropriately to check progress and adapt teaching, including making
reasonable adjustments for disadvantaged children and those with special educational
needs and/or disabilities, so they can participate fully. Physical, personal, social and

emotional development is woven consistently through routines and activities, supporting
children's growing confidence and independence.
Older children are supported well to develop their mathematical understanding. For
example, staff encourage them to count objects during play, compare quantities, discuss
shapes and solve simple problems, such as working out how many cups or plates are
needed at lunchtime. However, at times, some staff do not recognise spontaneous
opportunities to extend younger children's early interest and enjoyment in mathematical
language and concepts, which means children occasionally miss out on valuable moments
to deepen their understanding through everyday play. Overall, teaching remains effective,
offering children a wide range of rich experiences that supports them to make secure
progress across the curriculum.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children experience a warm, nurturing and inclusive environment where they feel safe,
welcomed and ready to explore. From the moment they arrive, most children separate
confidently from their parents and show enthusiasm to engage in play that reflects their
interests. Babies benefit from calm, consistent routines and close attachments. They eagerly
approach familiar staff for comfort. Babies delight in heuristic sensory play sessions where
they investigate real-world objects, such as metal tins, wooden spoons and hoops with deep
concentration. Staff create thoughtful, distraction free spaces that allow babies to explore

Inspector:
freely and develop early problem-solving skills, such as stacking hoops or transporting items
from one area to another.
Older children make independent choices about where to play, whether indoors or outdoors.
In pre-school, children confidently collaborate to build obstacle courses, cheering each other
on while negotiating space safely. Their creativity flourishes during activities, such as potion-
making, painting, water play and imaginative role play. Staff typically join children's play
sensitively, extending conversations and supporting vocabulary, particularly in
communication and language, which is a clear curriculum priority.
Children demonstrate strong independence skills, for instance when serving their own
snacks, helping prepare tables for lunch and using small jugs to pour water. Staff make a
sustained difference to children's opportunities and experiences, including those with special
educational needs and/or disabilities. Staff make precise, thoughtful adaptations, such as
specialist furniture or equipment, and liaise closely with external agencies, ensuring that all
children participate fully in the life of the nursery.
Children develop empathy through group stories, such as discussions about emotions. They
cooperate well with others and follow familiar routines confidently. Overall, this is an
inclusive setting where all children are valued, achieve, belong and thrive, gaining the
confidence, skills and resilience they need for the next stage in their learning.
Next steps
Leaders should develop staff's knowledge and understanding of how to extend younger
children's early interest and enjoyment in mathematical language and concepts.
About this inspection
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.
The inspector spoke with leaders, staff, children, parents, the special educational needs
coordinator and the designated safeguarding lead during the 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.

Anneliese Fox-Jones
About this setting
Unique reference number (URN): 110019
Address:
Down Grange Farmhouse, Pack Lane
Basingstoke
Hampshire
RG22 5SN
Type: Childcare on non-domestic premises
Registration date: 23/01/1995
Registered person: Storal Nurseries Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Hampshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 19 February 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
81

Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

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