Tiny Steps Nursery and Pre-School

Tiny Steps Nursery and Pre-School
Unique reference number (URN): 2782518
Address: 15-18 Skaters Way, Peterborough, PE4 6NB
Type: Childcare on non-domestic premises
Registered with Ofsted: 29/04/2024
Registers: EYR
Registered person: Tiny Steps Nursery and Pre-School LTD
Inspection report: 16 June 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.

Expected standard
Achievement Expected standard
Children show positive levels of self-esteem and resilience. Children build friendships with
their peers and enjoy sharing play with one another. Children who speak English as an
additional language enjoy listening to stories with key persons and peers and taking part in
group singing. As a result, children develop their communication and language skills, which
has a positive impact on their confidence to express themselves and supports their
understanding of English.
Children receive lots of encouragement as they start to take their first steps. Children gain
increasing control and strength as they build and negotiate obstacle courses. They show
increasing coordination as they manipulate play dough and use different implements to
make marks. Older children begin to incorporate mathematics into their everyday play. For
example, children count reliably to 10 while using stepping stones, which supports their
understanding of numbers.
Behaviour, attitudes and establishing routines Expected standard
Children show positive behaviour throughout the setting and respond well to the general
routine of the day. Staff have worked on routines and transitions within rooms to ensure the
setting runs smoothly. Children play well together, both in groups and independently.
Children gain confidence in social interactions and build friendships. Staff work in
partnership with parents to ensure there is consistency for children. For example, staff work
collaboratively with parents to understand children's behaviour and ways that staff can
support children's needs within the setting. Leaders discuss with parents the importance and
benefits of regular attendance and work well to support them.
Staff act as effective role models for children and support them to understand the
importance of treating each other with kindness and respect. Children listen and respond
well to staff when they are reinforcing boundaries and rules within play. For example, staff
remind children to use 'kind hands' and share with their friends. This encourages children to
work collaboratively with one another.
Staff show warmth and are welcoming towards children, and as a result, children build
positive relationships with staff and key persons. All children, including those who speak
English as an additional language, have positive attitudes to learning and are keen to
participate in activities with their peers.
Children's welfare and wellbeing Expected standard
Children's welfare and wellbeing are well supported by all staff and leaders at the setting.
Staff understand the importance of providing children with opportunities to manage their
hygiene needs. Staff reiterate the importance to children about washing hands and cleaning
their faces before and after mealtimes. Staff and leaders support children to gain
independence in their self-care. For example, older children participate in group

toothbrushing activities to learn about the importance of regular oral hygiene and develop
positive self-care routines.
Leaders plan for and provide nutritious meals for children at the setting. Staff typically have
conversations with children during mealtimes. They talk about their favourite foods and the
positive impact on their bodies of eating healthy foods. This ensures children receive a
balanced diet that supports their growth and development, while also helping them to
develop healthy eating habits from an early age. Children have good manners, especially
during mealtimes, and staff use this as an opportunity to support children with their social
development, by taking part in discussions with staff and peers.
Children are confident to express concerns to staff in age-appropriate ways. Staff respond
well and understand how children of different age ranges need support to be settled. For
example, younger children benefit from reassurance from staff when they are feeling sad or
worried. At times, some staff provide more support than necessary during routines and play,
which limits opportunities for children to develop independence and resilience consistently
throughout the setting.
Curriculum and teaching Expected standard
Leaders ensure there is a sequenced curriculum that helps children gain the skills and
knowledge they need to be ready for the next stage of education. Staff provide children with
a variety of learning experiences that reflect children's interests. They identify next steps for
all children and adapt teaching to meet their individual learning and wellbeing needs. There
is a sharp focus for children to develop a positive 'I can' attitude to learning. This helps them
develop their resilience and independence. At times, where they work across rooms, some
staff lack a clear understanding of the curriculum aims. This sometimes leads to the
environment becoming chaotic, and staff do not always successfully motivate children to join
in.
Staff plan activities to support children's growth in physical development in both indoor and
outdoor areas. Children learn how to prioritise their physical wellbeing and develop effective
balance and coordination. They have access to a wide range of resources such as bikes,
scooters and stepping stones, which support them to develop both fine and gross motor
skills. For example, children enjoy using play dough and rolling pins to create different
shapes and sculptures. Staff follow children's interests and weave mathematical language
throughout their interactions as they play. For example, staff encourage and support children
to count stepping stones as they balance on them and praise their efforts.
Staff read stories and sing songs with children. This helps to strengthen children's
communication and language skills. For example, staff use puppets with children while
singing 'Five Little Ducks' and using actions throughout the song.
Inclusion Expected standard
Leaders work well to identify children's emerging needs, regularly working with external
agencies to identify and support areas for development for children. For example, staff work
in partnership with external agencies to identify achievable next steps for children. As a

result, disadvantaged children receive targeted support, which enables them to make steady
progress, while fully engaging in opportunities available.
Leaders ensure that staff receive appropriate training to help them meet the individual needs
of children who face barriers to learning. This has been successful in helping staff to
understand how to support children who speak English as an additional language. This has
a positive impact on children's overall wellbeing and learning opportunities. Children who
speak English as an additional language are supported by some staff who also speak their
home language, and this helps them make steady progress in their communication and
language skills. This helps children feel included in the setting and gain a sense of
belonging.
Leaders ensure that additional funding is used efficiently throughout the setting and that this
is tailored to the individual needs of any children in receipt of it. For example, funding is
used well to promote children's wellbeing, such as promoting children's healthy eating
habits.
Leadership and governance Expected standard
There is a great sense of community at this setting. Leaders know children and their families
very well and ensure that decisions taken are in the best interests of children. Leaders
understand the needs of children that attend and identify where they need to support staff to
enhance practice further. Children who speak English as an additional language are well
supported by staff, who work closely with parents to help children gain confidence to
converse in English.
Leaders work well with other professionals who support children to ensure they receive
consistency and have their needs met. Children make steady progress and show that they
feel safe, secure and well supported in the setting.
Staff say that they are well supported by leaders and are given regular opportunities to
check in with them to raise concerns and discuss their wellbeing. Staff are dedicated to their
roles and are committed to working with children. They have children's best interests at
heart. Leaders support staff to seek targeted training to enhance their knowledge and skills
to continually enhance their practice. Parents notice the progress their children make, and
they appreciate the regular updates they receive about their child's day and progress in
learning.

What it's like to be a child at this setting
Children arrive at a nurturing and welcoming setting, greeted by staff in each room who
show warmth and are friendly. Children settle well within the setting and are confident to
explore their environment. Leaders and staff develop positive relationships with children as
they understand their interests and individual needs from the start. Older children are given
opportunities to develop their independence, while forming secure relationships with both
adults and peers. Children demonstrate a clear understanding of the daily routine,
contributing to a calm and well-organised environment. Children understand what is
expected of them and know how to seek help should they need it. They learn to share, take
turns and collaborate with one another.
Children are keen to explore, be imaginative and lead their play. They show an 'I can'
approach to learning. Staff know children well and plan effectively to support their emerging
interests to ensure all children can thrive, including those who face barriers to learning.
Children enjoy experiences that encourage them to build their confidence, independence
and resilience. For example, children use safe knives in the mud kitchen with pieces of fruit
and learn to chop them into smaller pieces. They share the pieces with their peers. Children
gain increasing control of their body movements, for example using scooters, negotiate
using stepping stones and obstacle courses as they play outdoors.
Children learn to express their emotions within a safe and nurturing environment. Staff
acknowledge and validate children's feelings, helping them to feel safe and secure. Children
have opportunities to develop their independence, such as washing their hands and feeding
themselves. They enjoy exploring the environment, which supports their confidence,
decision-making skills and ability to manage their own needs.
Next steps
Leaders should ensure that staff working across different rooms understand the
sequencing of the curriculum.
Leaders should ensure that staff understand how to help children do more things for
themselves.
About this inspection
The inspector spoke with leaders, practitioners, the designated safeguarding lead and the
special educational needs coordinator during the inspection.
A quality assurance visit by an additional inspector was carried out at 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

Inspector:
Lucy Jones
About this setting
Unique reference number (URN): 2782518
Address:
15-18 Skaters Way
Peterborough
PE4 6NB
Type: Childcare on non-domestic premises
Registration date: 29/04/2024
Registered person: Tiny Steps Nursery and Pre-School LTD
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Tuesday,Friday : 07:45 - 17:00
Local authority: Peterborough
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 16 June 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
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.

60
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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