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)
Inspection report: 29 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 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.
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.
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.
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.
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.
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.
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.

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

Inspector:
Davinder Dhaliwal
About this setting
Unique reference number (URN): 2770584
Address:
Hillview Meeting Hall
9 Hillview Avenue
Hornchurch
Essex
RM11 2DN
Type: Childcare on non-domestic premises
Registration date: 09/02/2024
Registered person: Playschool Limited (T/a Toddler Town)
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Havering
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.
About this inspection
The inspector spoke with leaders, practitioners, special educational needs coordinator,
assistants and chef 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.

This data was available to the inspector at the time of the inspection.
This data is from 29 April 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
33
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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