Tiny Toes Childcare

Tiny Toes Childcare
Unique reference number (URN): 2840227
Address: Gilberts Coombe, Redruth, TR16 4HG
Type: Childcare on non-domestic premises
Registered with Ofsted: 09/05/2025
Registers: EYR
Registered person: Taylor, Tiffany
Inspection report: 29 July 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 rapid and meaningful progress from their starting points because staff know
them exceptionally well and use assessment to shape next steps. Communication and
language are promoted consistently through songs, stories and role-play. Young children
confidently use new words, for example young toddlers confidently speak in 4 word
sentences and say the word 'dinosaur'. The confidently name colours like 'yellow' and
'orange' and confidently communicate their needs.
Babies and toddlers develop independence as they access water, drink from open cups and
chop up the fruit they will eat for snack time. Young children, when they are ready,
confidently manage self-care tasks, for example hand washing and toileting. Children who
need additional support make secure progress because staff adapt provision thoughtfully.
Children show high levels of concentration, playing with deep engagement for significant
periods of time. Children are socially confident. They show high levels of curiosity during
sustained play with sand and water and imaginative resources. They are very well prepared
for their next stage because leaders support transitions, liaise with preschool settings and
help children develop the communication, independence, social and physical skills they
need for their move and beyond.
Behaviour, attitudes and establishing routines Strong standard
Leaders have established calm, predictable routines and a positive environment where very
young children understand what happens next and they show they feel secure. Staff use
warm, respectful relationships to guide behaviour and consistently take account of children's
age, stage and circumstances. Children respond very well because expectations are clear,
routines are familiar and adults support them with patience and kindness.
Staff help children learn to collaborate and manage everyday challenges for example,
sharing a toy pram, taking turns with toys and joining group activities at their own pace.
Children show confidence in making choices, requesting activities, using toilets and
accessing resources independently. They are not pressured when they need time to observe
or regulate. Staff provide reassurance and opportunities to join when they are ready.
Leaders promote attendance through daily records and prompt follow-up if children do not
arrive as expected. Highly effective parent partnerships further support consistency between
home and nursery, including work around transitions, toileting, sleep and behaviour. As a
result, children behave very well for their stage of development. They show independence
skills beyond their age and build positive relationships with the adults and their peers.
Children's welfare and wellbeing Strong standard
Care practices are consistently well matched to children's individual needs. Staff know
children's routines, health needs, allergies, sleep patterns, dietary requirements and family

circumstances in detail. Key persons form secure, highly responsive attachments with
babies and toddlers, which helps children feel safe, confident and emotionally settled.
Children are supported sensitively during transitions, mealtimes, toileting and nappy
changing, rest and play. Staff promote health and wellbeing through introducing a wide
range of nutritious snacks, for example kiwi and pineapples, careful lunchbox monitoring,
safe food storage, handwashing routines and regular outdoor activity.
Children learn about their physical development as they climb, balance, ride bikes, pour,
squeeze, dig and explore sensory materials. Leaders have effective arrangements for safer
sleep; babies are placed appropriately in cots, with suitable bedding and regular checks.
Staff support children to recognise and manage emotions through calm reassurance, kind
explanations and choices that respect their developmental stage.
Children with additional health or dietary needs receive highly attentive support, including
adaptations and extra staff to child ratios where needed. Children are safe, emotionally
secure and able to flourish in routines that support their wellbeing and independence.
Curriculum and teaching Strong standard
Leaders have designed a curriculum that is consistently highly ambitious for babies and
toddlers and is rooted in a clear understanding of what young children need to learn and
achieve next. The curriculum prioritises personal, social and emotional development,
communication and language, independence and physical development, ensuring children
are well prepared for their next stage of learning. Planning is developed collaboratively as a
team and carefully adapted to reflect individual children's next steps and developmental
needs.
Staff implement this curriculum with confidence, purpose and a strong understanding of how
young children learn. They use songs, books, signing, role play and meaningful
conversations to develop children's vocabulary and communication skills throughout the day.
Mathematical language is naturally woven into children's play and routines, for example
through counting objects, comparing size and dimensions, and naming colours with babies
and toddlers. Teaching is practical, engaging and highly responsive to children's interests
and developmental stages.
Young children develop strong levels of core strength, coordination and fine-motor control
through a wide range of experiences, including climbing, balancing, riding bikes, squeezing
paint, pouring water, spreading butter and using tools. Staff observe children carefully and
adapt learning opportunities effectively, for example supporting mobility through the
thoughtful use of low-level furniture and strengthening communication through rich
interactions, signing and repeated vocabulary. Assessment information is shared effectively
with parents through online records, progress reviews, two-year checks and regular
meetings. Training, peer observations and leaders' feedback consistently support
improvements in practice, ensuring staff know how to extend learning and meet the diverse
starting points of all children.

Inclusion Strong standard
Leaders and staff have created an inclusive culture where all children's individual needs are
consistently recognised, understood and responded to swiftly. Staff know children and
families exceptionally well, communication with parents is highly effective and key persons
build strong, trusting relationships from the outset. Leaders use assessment information,
two-year checks, termly reviews and parent meetings effectively to monitor children's
progress and identify emerging needs at the earliest opportunity.
When concerns arise, staff take timely and appropriate action, including recording
information, working closely with parents and liaising with health professionals where
required. All staff have relevant training and understand how to use observations, referrals
and targeted strategies to reduce barriers to learning. Staff adapt the provision sensitively to
meet individual needs, for example by implementing strategies that support communication,
transitions and sensory exploration. Additional funding is used purposefully, with its impact
carefully monitored to ensure it improves outcomes for children. As a result, young children
who face barriers to their learning make excellent progress.
Leaders work closely with families and external professionals, including health visitors and
speech and language services, to secure the best possible outcomes for children. There are
currently no children known to children's social care; however, leaders have effective
systems in place and demonstrate that they would respond quickly and appropriately should
concerns arise. Children with special educational needs and/or disabilities, additional needs
or other barriers to learning are fully included in all aspects of the provision and make
exceptional progress from their individual starting points.
Leadership and governance Strong standard
Leaders provide strategic, child-centred leadership for a small setting that is deliberately
focused on babies and toddlers. They know children, families and staff exceptionally well
and make carefully considered decisions in children's best interests. Leaders have an
accurate understanding of the provision and use what they learn to drive continuous
improvement. For example, after identifying that the toddler garden could be enhanced, they
adapted the space to further improve children's learning experiences. Leaders use
additional funding effectively and purposefully, liaise with professionals to secure positive
outcomes and support children's transitions to preschool successfully.
Staff wellbeing and workload are consistently prioritised. Staff report high levels of wellbeing,
effective communication and genuine enjoyment in their roles. Leaders reduce workload
through close teamwork, shared planning, daily communication, termly supervision and
weekly peer observations. This has a clear impact, with staff feeling confident, valued and
able to explain their practice clearly. Supervision and oversight are highly supportive,
proportionate and effective, ensuring staff receive the guidance and support they need.
Professional learning and ongoing training are highly relevant and have a positive impact on
practice. Staff complete training in areas such as effective outdoor learning, language
development, focused baby care, leadership and effective assessment. This training is
carefully selected to reflect the needs of the children in their care and the context of the
setting. Staff also undertake specific training to support children with special educational

needs and/or disabilities, including speech and language development and supporting
children through transitions. Leaders use their specialist baby development knowledge and
weekly peer observations effectively to strengthen interactions, curriculum delivery and care
routines.
Parental engagement is highly effective. Feedback demonstrates that families highly value
the communication, guidance and support they receive, particularly around toileting, speech
development, transitions and understanding their children's progress. Leaders are reflective,
highly ambitious and continually seek ways to strengthen outcomes for children, particularly
those who may face barriers to learning and development.
What it's like to be a child at this setting
Children experience a calm, welcoming and highly responsive setting where they feel safe,
known and valued. Babies and toddlers arrive happily, settle quickly and show that they trust
the adults who care for them. They enjoy warm relationships and familiar daily routines,
including welcome songs, snack and rest times. These routines help children feel secure,
understand what happens next and develop confidence to take part. Parents say children
are happy to attend, make progress and are well cared for, showing that children's sense of
belonging continues between home and the setting.
Young children are curious, confident and eager to explore. During nursery rhymes babies
smile, clap, move their bodies to music. They take turns to choose songs from a bag, which
develops communication, confidence and social participation. Babies eagerly look at board
books, listen to stories and use signing with staff, helping them build language and early
understanding. Older toddlers explore painting with coloured foam, and pouring water with
scented flowers in it between container, developing hand strength and coordination. Older
children build early music skills as they make sounds with percussion instruments. These
daily activities develop imagination, sensory awareness, hand strength, coordination,
concentration and early care for others. Toddlers count balls and compare quantities and
dimension, eagerly talking about what they are doing, so mathematical language is learned
naturally through play.
Young children become increasingly independent and capable. At snack times, children of
all ages wash their hands and eagerly sit with friends before eating. Babies who can sit drink
from small open cups and some pour their own milk showing exceptionally high levels of
independence skills. These routines develop self-care, communication, fine-motor control
and early number awareness.

Inspector:
Victoria Jones
About this setting
Unique reference number (URN): 2840227
Address:
Gilberts Coombe
Redruth
TR16 4HG
Type: Childcare on non-domestic premises
Registration date: 09/05/2025
Registered person: Taylor, Tiffany
Register(s): EYR
Children who need extra help experience thoughtful adaptations, such as low furniture to
support walking, additional mealtime support and sensory opportunities linked to individual
needs. Children flourish as highly confident, sociable and exceptionally independent
learners who are very well prepared for their next stage of learning.
Next steps
Leaders should ensure continued improvement in the setting's successful work to remove
barriers to children who need extra help to realise a transformational impact on all
children's achievement and wellbeing.
About this inspection
The inspector spoke with leaders, staff, the special educational needs and/or disabilities
lead and coordinators, children and parents and carers 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.

Operating hours:
Local authority: Cornwall
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 29 July 2026
Children numbers
Age range of children at the time of inspection
1 to 3
Total number of places
36
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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