URN EY487918 · Inspected 2026-06-18 · Published 2026-08-17 · Inspector: Rebecca Johnson
Mischief & Giggles Ltd. T/a Twinkle Toes PrivateDay Nursery Unique reference number (URN): EY487918 Address: 44 New Road, Stourbridge, DY8 1PA Type: Childcare on non-domestic premises Registered with Ofsted: 09/03/2015 Registers: EYR, CCR, VCR Registered person: Mischief & Giggles Ltd Inspection report: 18 June 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Strong 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. Behaviour, attitudes and establishing routines Strong standard Leaders and staff foster an inclusive culture of mutual respect throughout the nursery. Staff and children are polite and use manners. For example, staff apologise to children for interrupting their play when it is time for lunch. Children learn to share with their friends and take turns as they play. Staff introduce strategies such as egg timers, so that children know when they must get off the bike and let someone else have a turn. Staff provide simple explanations to children when they take toys off another child, and ask them to consider how it may make their friend feel. They explain to children that it does not matter if other children put an object upside down on a button mat because the important thing is that everyone has a turn and tries to do their best. Children are confident to share ideas and negotiate with each other. For example, as they throw balls and catch them on sticky gloves, they decide where they will stand and who will throw first. They talk about their favourite fairy tale princess and eagerly show how to dance like them as they twirl around the room. Leaders explain to parents the importance of regular attendance. They support them to recognise that it is to enable children to build strong foundations for learning and to help them understand the expectations for attending school. Children's welfare and wellbeing Strong standard Children's welfare and wellbeing is given top priority. It is at the heart of everything that leaders and staff strive for. Leaders and staff have a comprehensive knowledge of each child's individual needs, including those children with special educational needs and/or disabilities and those with more complex medical needs. Staff have attended specialised training to enable them to meet the individual needs of all children. This includes training to ensure that they fully understand and implement safer sleeping practices. Relationships between staff and children are gentle and respectful. Children actively seek out staff for a reassuring cuddle if they are unsure or upset. Children demonstrate that they feel safe and secure. Information is gathered from parents before children start so that routines from home can be followed. This, along with a specifically designed calm environment, helps babies in particular to settle quickly. Children become increasingly independent in their self-care. They learn the importance of making healthy choices. Staff embed well-structured routines to help children to understand the importance of healthy lifestyles. Children enjoy healthy food, such as fruit and salad, which they serve themselves. They talk about what foods are good for them and what they need to help them grow big and strong. Staff feed younger babies their bottles next to the table, where older babies are tasting a variety of fruits. This helps even the youngest of children to feel included at their own level. Inclusion Strong standard Leaders strive to provide children, including those with special educational needs and/or disabilities (SEND) and those who face barriers to their learning, with the very best care and learning. They swiftly identify gaps in learning and when children or their families may need additional support. They work closely with outside professionals, such as occupational therapists, physiotherapists, speech and language therapists and early help specialists. They act on their advice and effectively implement their suggested strategies into daily routines. Children receive high-quality care, interactions and support to enable them to join in activities at their own pace. Consequently, they make the best possible progress from their individual starting points. Leaders and staff attend extensive amounts of training to enable them to support children with SEND and those who have more complex medical needs. This enables all children to attend nursery and ensures that their wellbeing is successfully met at all times. Leaders and staff use a variety of communication methods, such as signs, pictures and objects of reference. This enables all children to communicate their needs in their own individual way. Leaders consider how best to spend funding to ensure that it is purposeful and enriches the outcomes for the children it is intended for. Leadership and governance Strong standard The nursery benefits from a cohesive, knowledgeable and highly enthusiastic leadership team. Their passion for providing top-quality care and learning for children is evident. They are extremely forward thinking and regularly reflect on practice. They have identified that the curriculum needs to be fully embedded into practice, so that staff are able to extend children's learning spontaneously. Leaders introduce new and innovative ideas to further children's enjoyment in their learning. They have made significant progress since the last inspection. They work to staff's strengths and value their individualised expertise. Leaders have implemented welfare and wellbeing checks for staff. Staff talk about how supported they feel by leaders, both at work and in personal situations. Staff attend copious amounts of training to further their professional development. Leaders empower staff to further their own knowledge, depending on their interests and individual Expected standard need. They introduce research sessions in staff meetings and reflection sessions to discuss serious case reviews. Leaders carry out peer reviews and model high-quality practice to further staff's knowledge and skills. Leaders have a detailed overview of the local demographic area. They have made significant changes to meals to support healthy eating for children. Every child receives an oral health bag to take home, which includes a toothbrush, toothpaste, a timer and a song. Leaders and staff talk to children about the importance of healthy eating and oral hygiene. Partnerships with other professionals are extremely robust. Leaders share in-depth information to ensure all children receive the support they need to enable them to thrive. They provide parents with detailed assessments and regular updates on their children's learning and development. Parents speak highly of the support leaders and staff provide for their children and say that they are excellent. Achievement Expected standard Children, including those with special educational needs and/or disabilities, are generally well prepared for the next stage of their learning. However, there are some inconsistencies in the quality of the experiences children receive. Children are able to communicate and make their needs known in their own individual way, such as through language, signs or gestures. Older children negotiate with each other as they play. Younger children learn the names of animals and the sounds they make. All children develop physical skills. Younger babies and children with more complex needs learn to walk due to the ongoing support they receive. Older children ride bikes with dexterity and use their hand muscles to undo buttons on a large mat. Children learn mathematical concepts. They begin to understand full and empty as they scoop rice into containers and talk about throwing a ball over an object. Curriculum and teaching Expected standard Leaders have designed a curriculum that is tailored to the needs of each individual child, including those with special educational needs and/or disabilities and those who face barriers to their learning. The main focus of the curriculum is to enable all children to be ready for the next stage of their learning journey. Leaders review planning and children's next steps for learning to ensure that they are individualised and relevant for each child's stage of development. Leaders are extremely mindful that not all children learn at the same pace. They monitor children's achievement and support staff to adapt activities to enable all children to participate. Communication and language are threaded through all activities. Staff use a language assessment tool to enable them to swiftly identify where children may need additional support. They engage children in conversations, ask questions and wait for a response. However, on occasions, staff do not consistently extend children's learning or recognise when activities are too long and children lose focus. Furthermore, there are times when the organisation of activities, especially just before lunchtime, does not encourage all children to participate in purposeful play. Leaders and staff carry out home visits to observe children in their home environment. They make home learning packs and demonstrate to parents how they can use these to continue their child's learning at home. 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, including those with special educational needs and/or disabilities, those with complex medical needs and those who face other barriers to their learning, thrive in this highly inclusive nursery. They are welcomed warmly by staff, who know them well and who are attentive to their individual needs. As a result, children settle quickly and form close and nurturing relationships. Children thoroughly enjoy the time they spend outdoors. They develop their imagination as they play in the role-play kitchen. They pretend to make cups of tea as they pour water over fruit tea bags and squeeze the water out. Staff involve children in conversations as they ask questions about how the tea is made and what it smells of. Children develop physical skills as they run, climb and balance. They ride bikes, carefully avoiding obstacles. They mould pink play dough and recognise the laminated facial features that staff have prepared, matching them to the corresponding features on adults. Children have fun as they learn. They eagerly take part in circle time, where they patiently wait to see what is in the basket. They watch as staff show them unusual objects, such as a spinning top and a folding ball. Children develop listening skills as they take it in turns to catch and throw a 'bunny' when their name is called. Babies develop their senses as they delight in exploring farm animals, which are placed in chocolate scented water. Children behave well and staff foster an ethos of mutual respect. Children share, take turns and are polite and caring towards each other. They confidently involve staff in their play and negotiate with their friends as they make decisions together. Overall, children are prepared well for the next stage of their learning, including the move on to school. Leaders monitor children's attendance and recognise the importance that this has on children's achievement and learning. Next steps Leaders should embed the curriculum even more to enable staff to spontaneously extend children's learning and recognise when activities are too long and children lose interest. Leaders should review the organisation of the routine before lunchtime so that it does not impact on children's play and learning. About this inspection The inspector spoke with leaders, staff, the special educational needs coordinator, the early years curriculum lead, children, parents and grandparents 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 Inspector: Rebecca Johnson About this setting Unique reference number (URN): EY487918 Address: 44 New Road Stourbridge DY8 1PA Type: Childcare on non-domestic premises Registration date: 09/03/2015 Registered person: Mischief & Giggles Ltd Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30 Local authority: Dudley Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 18 June 2026 Children numbers Age range of children at the time of inspection 0 to 4 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. A quality assurance visit by an additional inspector was carried out at this inspection. Total number of places 46 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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