Tots & Teepees

Tots & Teepees
Unique reference number (URN): 2744613
Address: Tots and Teepees Day Nursery, Unit 4c, Clockhouse Farm, Cavendish Lane, Glemsford, Sudbury,
CO10 7PZ
Type: Childcare on non-domestic premises
Registered with Ofsted: 07/09/2023
Registers: EYR, CCR, VCR
Registered person: Row, Gemma
Inspection report: 12 February 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected standard
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.
Achievement Expected standard
Children make effective progress across all areas of learning, including in their
communication development. Babies and children with special educational needs and/or
disabilities learn to use sign language and attempt to copy simple key words that staff
clearly repeat for them. Older children talk fluently and engage in meaningful conversations
during daily walks. They match items in the environment with pictures on their bingo card
and discuss which habitats different insects live in.
Babies and toddlers confidently explore using all their senses. They investigate play dough
pancakes. They taste the lemon available with this and learn that it tastes bitter. They also
explore how bath salts dissolve when added to lemon juice. Older children make effective
progress with their mathematical development as they naturally spot and match shapes in
the environment and count independently. All children, including those who face barriers to
their learning, are, overall, suitably prepared for the next stage of their learning.
Behaviour, attitudes and establishing routines Expected standard
Leaders manage the routines of the day effectively, ensuring that all children get the
opportunity for a daily walk outside as well as sleep at their preferred time. Transition times
during the day are mostly managed well as staff are observant and responsive to children's
needs. However, some transitions, particularly after meal and sleep times, can be a little
overwhelming for the toddlers.
Leaders and staff promote regular attendance at the setting so that children can become
familiar with the routines and develop close and trusting relationships with staff. Staff are
positive role models. They teach children manners and praise them when they are kind.
Staff plan specific activities to teach children how to collaborate, for instance by building

train tracks. In the mixed-age room, older children look after the younger ones and develop
empathy.
Staff consistently uphold the expectations of the setting, and children learn to tidy up and
dispose of their own rubbish at lunchtime. Staff keep individual children's needs in mind
when supporting them to manage their behaviour. They set realistic targets and use sign
language to help younger children and those with special educational needs and/or
disabilities to understand boundaries.
Children's welfare and wellbeing Expected standard
Staff provide a secure, welcoming environment. They ensure that children get time outdoors
each day and teach children how to keep themselves safe near roads. Children enjoy
exploring nature, jumping in muddy puddles and looking for different animals and plants.
Staff provide one-to-one support and equipment, such as buggies, to ensure that all
children, including babies and those with special educational needs and/or disabilities, can
participate safely. They ensure that younger babies enjoy their walk outdoors as well as
having plenty of time for their lunch and nap.
Mealtimes are relaxed and sociable. Younger children enjoy spending time with older
children. Staff promote independence as children wipe their own hands and choose which
fruit or vegetable they would like to eat and help prepare it. However, the transition after
snack time is a little less well managed. Toddlers get a little overwhelmed as they are unsure
of what is happening next. Staff talk with children about healthy eating and share information
with parents about providing healthy lunch boxes. Staff offer a nutritious afternoon meal and
manage children's individual dietary needs safely. Key persons take time to get to know
babies and share information with parents to meet their needs. They ensure that they have
accurate information about children's health and manage children's personal care
sensitively. Staff know children well and are responsive and caring. They teach children
about their emotions and how to express their feelings in an appropriate way.
Curriculum and teaching Expected standard
Leaders have a clear vision for what they want children to learn. They are focused on
supporting staff to further develop their teaching skills to ensure consistency across the
setting. Staff have a good knowledge of child development and plan experiences that help
all children make progress. Staff assess children's needs and provide activities that support
them all to achieve and learn a variety of skills. For example, children explore play dough
pancakes. Staff help younger children develop their fine motor skills as they use tools and
manipulate the play dough. They teach older children about the ingredients and practise
counting and measuring.
Communication and language are promoted well through singing and stories. Children enjoy
familiar books, such as 'Dear Zoo', and staff use props to deepen children's engagement.
Staff use rich vocabulary during play to help children learn mathematical concepts, such as
describing different shapes when building a train track. Despite outdoor access being
limited, staff make effective use of indoor space to promote children's physical development.
They embed action songs and movement into routines and use climbing apparatus to help
children develop strength and coordination. Staff plan experiences that help children learn to

collaborate and share and manage their emotions. Children with barriers to their learning
make effective progress with their development.
Inclusion Expected standard
Staff carry out thorough assessments of children's development and provide support to help
children make progress. They quickly identify children's needs and share updates with
parents to ensure that these are met. Staff help parents with the statutory assessment
process and work with other professionals to provide tailored support. Leaders engage with
external specialists to provide training for staff on supporting children with special
educational needs and/or disabilities (SEND) effectively. Staff undertake further training to
learn about supporting children with specific needs. Staff typically make adjustments to
ensure that children with SEND are included in all aspects of the curriculum. However,
occasionally, staff do not give children with SEND opportunities to fully explore activities that
interest them, which can sometimes lead to frustration.
Staff support children who face other barriers to their learning, as they spend additional
funding on resources to support children's emotional needs. They help them learn to
recognise and regulate their emotions effectively. This enables children to manage their
behaviour and build relationships with other children. Leaders ensure that processes to
manage children's health and dietary needs are robust, and staff share information with
parents daily to ensure that children are kept healthy and safe in the setting.
Leadership and governance Expected standard
There has been a recent change in leadership in the setting, and leaders are working hard
to ensure consistency of care and education for children. They have identified key strengths
of the setting as well as areas for improvement. Leaders are committed to supporting staff to
develop their planning and teaching skills. Plans are underway to expand the provision,
including creating a dedicated toddler room and an outdoor space.
Leaders support staff with managing the routines in the setting, ensuring that they have time
to rest and manage their workloads. They have regular supervision meetings with staff to
gather feedback on their wellbeing as well as their professional development needs.
Leaders support staff to access further training to develop their knowledge and skills. Staff
say they feel well supported in the setting, and new staff receive the assistance they need to
achieve their early years qualifications. Teamwork is a strength, and staff work well together,
sharing information about children's needs to ensure continuity of care.
Leaders develop and maintain effective relationships with parents and other professionals.
They ensure that information is shared to meet children's individual needs as well as to
support children with the transition to school.

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
Staff gather information from parents before children start to find out about their individual
needs. This helps them to provide a smooth settling-in process. For example, staff ensure
that children have access to their familiar comfort items, such as a favourite toy, to help
them feel safe. Staff promote regular attendance, which helps babies and children to form
close, trusting relationships with their key person. They seek them out for comfort and
reassurance when needed, and staff respond warmly and sensitively. Staff adapt routines to

Inspector:
Tracy Joyce
meet children's individual needs, including ensuring that children who require a morning
sleep still access fresh air and outdoor experiences.
Although the setting does not have its own outdoor area, staff take small groups of children
on daily walks in the village. These outings help children develop independence as they
learn to put on their coats and wellington boots as well as learn about road safety. Staff
provide children with many opportunities to socialise together. Babies enjoy snacks and
meals with the older children, and there is a mixed-age room for toddlers and pre-school
children to learn and play together. Older children learn to care for their younger peers and
develop responsibility, while younger children develop their confidence and social skills.
Staff balance the needs of all children. They ensure that younger children are kept safe and
offer older children more challenging learning opportunities. Children are suitably prepared
for the next stage in their learning.
Staff continually share information with parents to ensure that they are continuing to provide
safe and effective care and education. Children with special educational needs and/or
disabilities are included in all aspects of the setting. Children who have barriers to their
learning and/or wellbeing make effective progress with their learning and development. Staff
value and welcome all children, celebrating their backgrounds and teaching them about
festivals such as Chinese New Year and Pancake Day.
Next steps
Leaders should further refine the organisation of daily transitions so that younger children
remain consistently engaged.
Leaders should ensure that they consistently support children with special educational
needs and/or disabilities to fully explore activities that interest them to maximise their full
learning potential.
About this inspection
The inspector spoke with the manager, staff, parents 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.

About this setting
Unique reference number (URN): 2744613
Address:
Tots and Teepees Day Nursery
Unit 4c, Clockhouse Farm, Cavendish Lane, Glemsford
Sudbury
CO10 7PZ
Type: Childcare on non-domestic premises
Registration date: 07/09/2023
Registered person: Row, Gemma
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Suffolk
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 12 February 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
20
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.
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