URN EY409872 · Inspected 2026-04-23 · Published 2026-06-15 · Inspector: Juliette Freeman
Tipton Toddlers Day Nursery Unique reference number (URN): EY409872 Address: Tipton Toddlers, 79 Groveland Road, TIPTON, West Midlands, DY4 7TB Type: Childcare on non-domestic premises Registered with Ofsted: 26/05/2010 Registers: EYR, CCR, VCR Registered person: Tipton Toddlers C.I.C Inspection report: 23 April 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 are happy, confident and enthusiastic learners who make consistently secure progress from their individual starting points. They demonstrate high levels of curiosity as they confidently explore, investigate, communicate and solve problems, learning through the well-balanced curriculum. Children's emotional security is prioritised, and this helps them feel safe to test out their ideas in their learning. They develop secure relationships with staff and their peers. Children are confident communicators and develop robust physical and independence skills. They enjoy familiar stories, such as 'Dear Zoo', and develop mathematical ideas as they physically make themselves 'tall like a giraffe', for instance. All children, including those with special educational needs and/or disabilities or those from disadvantaged backgrounds, are successfully prepared for their next stage of learning. Behaviour, attitudes and establishing routines Strong standard Leaders and staff successfully create a positive environment with commonly understood expectations for behaviour. Children display excellent attitudes to learning and are well mannered and respectful. They are happy, confident and enthusiastic learners who approach activities with curiosity and motivation. Through a well-balanced curriculum, children learn to collaborate, show respect for their peers and follow simple, clear rules. Staff skilfully use inclusive techniques, such as visual timelines, simple signs and 'now and next' prompts, to nurture children and maintain calm routines. There is a sharp focus on positive relationships. The key-person approach is embedded and ensures children feel safe, valued and emotionally secure. Staff successfully prioritise emotional wellbeing at all times. For example, they comment, 'I'm proud of you', as children successfully pour their own drink for the first time. Staff carefully consider the ethos of family values in everything they do. Attendance is fostered through an inclusive culture and the sensitive support leaders provide to families. Through their intuitive and compassionate support for removing barriers to attendance, leaders ensure children benefit from consistent learning. Leaders and staff expertly promote an inclusive approach that ensures all children, including those with special educational needs and/or disabilities or those who face barriers to their learning, are noticed, valued and supported to meet the high expectations. Children's welfare and wellbeing Strong standard Children's welfare and wellbeing are nurtured well by kind, caring and thoughtful leaders and staff. The embedded key-person approach ensures children develop secure attachments and are supported to manage their emotions. Children benefit from these secure, warm and trusting relationships with staff. Babies seek out their special people for cuddles, while older children's achievements are noticed and celebrated. Leaders and staff place a sharp focus on children's physical health through an active curriculum. Children look forward to and thoroughly enjoy Zumba-style dance sessions, moving rhythmically to music. They develop their physical health as they play outside regularly and develop their understanding of oral health and healthy eating. Visits to the setting by a mobile farm help children begin to understand where food comes from. Care practices, such as safe-sleep procedures and meticulously-supervised lunchtimes, are rigorously implemented to ensure children's safety and comfort. Sensitive early intervention for disadvantaged families and those known to social care ensures that all children's welfare needs are met with compassion and precision. Leaders are extremely adept at supporting and including all families, including those facing barriers. This includes providing flexible childcare, signposting to a range of local services, such as the library, and organising special events to welcome everyone into the nursery. Curriculum and teaching Strong standard Leaders and staff have established and embedded an ambitious and well-structured curriculum that is consistently implemented for all age groups. Rooted in the setting's ethos of family values, the curriculum is expertly sequenced to ensure children build on their skills and knowledge. Leaders maintain a sharp focus on continuous improvement, using the skills and knowledge staff gain from intensive professional learning to successfully enrich the learning environment and further enhance practitioners' expertise. The quality of teaching and interactions is a significant strength. Staff demonstrate a deep understanding of child development and their role in facilitating teachable moments to extend children's learning. They skilfully use various strategies to support and extend learning based on children's individual interests as they see these developing. Communication and language development is prioritised through expert interactions, purposeful storytelling and the effective use of a rich vocabulary. Inclusion is seamlessly threaded through the curriculum and teaching. Staff know all children extremely well and use this deep knowledge of children's development to quickly tailor activities. They adapt their teaching and the environment to ensure every child is fully included. This focused approach effectively reduces barriers for all children and helps them to become motivated, confident and independent. Inclusion Strong standard Leaders and staff demonstrate expert commitment to inclusion. They place children and families at the heart of their practice. They are highly skilled in identifying and assessing the individual needs of children, utilising tools such as starting point assessments, early intervention strategies and a watchful eye to monitor progress and identify gaps promptly. The support for children with special educational needs and/or disabilities and those who face barriers to learning is a significant strength. Leaders take swift, strategic action to reduce barriers, such as rearranging the physical environment and securing early intervention funding. They maintain effective partnerships with other professionals, including speech and language therapists, local authority support officers and child psychologists, to ensure that play and learning plans are sharply focused and individualised. Leaders consistently go above and beyond what is expected to support disadvantaged children and those facing significant barriers. This includes providing free childcare for families during difficult times and organising day trips to the seaside. For children known to social care, leaders act as solid advocates. They attend all support meetings and secure access to early help processes, such as helping families access support workers. This holistic, sensitive approach ensures all children, regardless of their background and circumstances, make consistently secure progress. Leadership and governance Strong standard Leaders are highly effective in their leadership and demonstrate an unwavering commitment to their 'family values' of friendship, achievement and integrity. They have a deep understanding of the strengths of their provision and use robust monitoring, self-reflection and regular supervisions to drive continuous improvement. Governance and oversight are rigorous and focused. Leaders prioritise children's needs, particularly for those with special educational needs and/or disabilities or where there are other barriers to learning, by making swift strategic adaptations and securing necessary funding. Staff's wellbeing and workload are central to the leadership philosophy. They provide an extensive support package, including health care, practitioner of the month awards and practical support, such as providing treats and healthy snacks. This creates a positive work culture where staff feel valued and nurtured. There is a targeted focus on professional learning and developing expertise. Staff benefit from an intensive induction and an ongoing training programme, including specialist training in early years teaching and safe eating. Parent and carer partnerships are extremely secure. Leaders consistently go above and beyond what is expected to support and include all families in the nursery. For example, they organise a very successful monthly book club for parents, alongside a book library for children, which nurtures a love of reading. Leaders welcome parents into the nursery to discuss children's progress. This inclusive, sensitive partnership ensures that parents are deeply involved in their children's progress. 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 Voluntary Childcare Register requirements This setting has met the requirements of the voluntary part of Childcare Register. How we check if a provider meets the requirements of the Voluntary Childcare Register When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children at this nursery are happy, confident and enthusiastic learners who thrive in the nurturing environment. They demonstrate a genuine enjoyment of learning and approach activities with curiosity and motivation. For example, during storytelling sessions of 'Dear Zoo', children eagerly join in, mimic animal noises, such as roaring like a lion, and physically model words, such as 'big' and 'stretch'. Their curiosity is further sparked by a rich play environment. They enjoy large role-play kitchens, construction areas and sensory trays filled with water and flowers, for example. Children are extremely well cared for and feel safe. The key-person approach is well embedded, nurtures children's uniqueness and ensures they form secure and responsive attachments from the moment they start. This helps children's consistent attendance because they thoroughly enjoy coming to nursery. Staff are highly attentive to children's welfare. They use specialised training to ensure safe eating during supervised lunchtimes and follow rigorous safe sleep practices. Children learn to take responsibility for their own safety and health, such as applying sun cream and understanding that drinking water keeps them hydrated. Children are very well behaved and show care, respect and consideration for their peers. They learn to collaborate and follow simple rules, such as taking turns to put toy animals into a crate during play. Social times, such as snack time, are used effectively to encourage social chat and problem-solving as children discuss their favourite fruits and peel the bananas, for instance. Inspector: Juliette Freeman About this setting Unique reference number (URN): EY409872 Address: Tipton Toddlers 79 Groveland Road TIPTON West Midlands DY4 7TB Type: Childcare on non-domestic premises Registration date: 26/05/2010 Registered person: Tipton Toddlers C.I.C All children, including those who have barriers to learning, achieve well from their individual starting points. They are confident communicators and independent individuals, successfully building the physical and emotional skills needed for their next stage of learning. Whether celebrating achievements or mastering new skills, such as pouring their own drinks, children's progress is consistently recognised and valued. Next steps Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of all children. About this inspection The inspector spoke with leaders, staff, a special educational needs coordinator, parents, carers and children 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. Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Sandwell Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 23 April 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 72 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. The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects 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. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. 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