URN 2496417 · Inspected 2026-07-02 · Published 2026-09-01 · Inspector: Arianna Saccente
Tick Tock Playgroup Unique reference number (URN): 2496417 Address: Hall Close, Wroughton, Wiltshire, SN4 9LD Type: Childcare on non-domestic premises Registered with Ofsted: 03/09/2018 Registers: EYR, CCR, VCR Registered person: Tick Tock Playgroup Committee Inspection report: 2 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. Expected standard Achievement Expected standard Children typically make steady progress from their starting points. They develop confidence, independence and secure communication skills. Babies explore sensory materials, practise early physical skills and respond to familiar routines. Toddlers usually collaborate during shared play, take turns and begin to use simple language to express ideas. Older children engage in more-complex activities, including construction, early science exploration and imaginative play. Children who require additional help usually benefit from approaches that enable them to participate fully alongside their peers. They make progress in communication, engagement and social interaction. Children who speak English as an additional language are supported in ways that help them understand routines and develop confidence. Children demonstrate emerging mathematical awareness, although opportunities to deepen this further are not always maximised. Overall, children achieve well across the early years foundation stage areas of learning and development and are generally well prepared for their next stage of learning. Behaviour, attitudes and establishing routines Expected standard Children usually behave well and show positive attitudes to learning. They collaborate during shared play, take turns and respond to staff encouragement. Children often help one another, such as when sharing resources, offering simple reassurance, or waiting patiently so others can have a turn. Staff model calm behaviour and support children to regulate emotions sensitively. Leaders ensure routines are embedded across rooms so children follow them confidently, responding to cues such as 'sparkling fingers' or clapping to signal transitions. This supports smooth movement between activities and helps children feel secure in the flow of the day. Relationships are typically warm and respectful. Children usually feel comfortable approaching familiar adults for help or reassurance. Staff generally respond promptly when children become unsettled, offering comfort and helping them re-engage in play. Leaders oversight ensures that children with special educational needs and/or disabilities are included sensitively in routines and activities. Staff adjust interactions so they can participate alongside their peers, promoting a culture of belonging and positive attitudes to learning. Attendance is monitored closely, with leaders using information to identify patterns and address concerns swiftly. Staff generally encourage healthy habits and independence, such as washing hands, managing personal care and accessing resources independently. Children show curiosity, engage in shared experiences and demonstrate emerging self- regulation as they navigate play with others. Children's welfare and wellbeing Expected standard Children are cared for in a safe, nurturing environment. Staff typically respond warmly to children's needs and promote healthy routines that support comfort and independence. Babies access their own personal items independently, and older children manage simple care routines with increasing confidence, reflecting leaders' commitment to fostering autonomy from the earliest stages. Care practices are safe and respectful. Leaders monitor practice closely, ensuring staff remain attentive to children's wellbeing, offer reassurance when needed and support children to feel settled and secure. Staff respond promptly to children's cues, helping them regulate emotions and re-join activities when they become unsettled. Leaders also promote inclusive practice, ensuring children with special educational needs and/or disabilities are supported sensitively within daily routines so they can participate alongside their peers. Leaders ensure that outdoor learning is purposeful and well supervised by providing clear guidance on risk management and staff deployment. Staff typically complete headcounts, position themselves appropriately and ensure children can explore safely. Children enjoy opportunities to investigate natural materials, practise physical skills and engage in shared experiences outdoors, demonstrating leaders' understanding of the importance of outdoor learning for wellbeing and development. Children's emotional wellbeing is usually supported effectively. Staff offer comfort, model language and respect children's choices, allowing them time to observe before joining in or engaging at their own pace. As a result, children show confidence, curiosity and enjoyment throughout the day, demonstrating secure relationships with familiar adults. Curriculum and teaching Expected standard Leaders usually articulate a clear curriculum intent focused on communication, emotional wellbeing and independence. The curriculum is structured and embedded across rooms, with staff generally planning purposeful experiences that build on what children know and can do. Staff often follow children's interests, adapting activities to support engagement. For example, when children show curiosity about natural materials outdoors, staff introduce simple tools and containers to explore mixing, pouring and combining items. Indoors, children typically engage in role play, early mark-making and construction, with staff responding to emerging ideas such as pretending to prepare meals or designing simple structures. Teaching is warm and responsive. Staff generally model language clearly, ask questions and encourage children to share their thoughts. Babies are usually invited to join group activities using age-appropriate resources, while toddlers and older children typically engage in conversations that extend their understanding. Staff often encourage curiosity through prompts, such as 'What do you notice? or 'What might happen if…? and respond positively to children's early attempts to communicate. Inclusive teaching is usually evident. Staff recognise when children need additional reassurance or guidance and adjust interactions so they can participate successfully. Across rooms, children generally benefit from consistent routines and clear expectations that help them understand the flow of the day. Although staff usually support children's ideas, they do not always extend thinking or deepen mathematical understanding during play. As a result, children may miss chances to develop early problem-solving skills or build confidence with mathematical language and concepts. Inclusion Expected standard Leaders identify children's needs promptly through observation, progress reviews and discussions with key persons. They respond to emerging concerns quickly and ensure that children who may require additional support are appropriately supported. Staff generally understand children's developmental starting points and adapt their practice so that all children can participate meaningfully in daily routines and activities. Support plans are clear, implemented consistently and reviewed regularly to check progress. Children who face barriers to learning or wellbeing are usually included fully in the life of the setting. Staff recognise when children need extra reassurance, structure or guidance and adjust interactions so that they can engage successfully alongside their peers. Leaders typically work with families and external agencies when needed to support continuity of care. The setting promotes diversity well. Children who speak English as an additional language are usually supported through approaches that help them understand routines, develop confidence and participate alongside their peers. Staff model language clearly and create an environment where children's home languages and backgrounds are valued. Leadership and governance Expected standard Leaders maintain a clear and purposeful approach to guiding the setting's work. They ensure staff understand expectations and apply policies and routines consistently across rooms. Leaders generally review practice through discussions, observations and checks on how well children's experiences align with curriculum intent. The curriculum overview is usually well organised and outlines how children's learning progresses as they move through the setting. Leaders review this regularly, reflecting on how effectively it supports children's development across all areas. Since the previous inspection, leaders have taken thoughtful steps to strengthen practice, including refining the curriculum structure, reviewing routines and supporting staff to embed more consistent approaches. They encourage staff to consider how daily experiences link to curriculum intent and identify where aspects of practice could be developed further. This reflective approach usually helps staff refine teaching and ensure children access purposeful, well- sequenced learning opportunities. Staff benefit from leaders' guidance and feel confident seeking clarification when needed. Leaders promote professional dialogue, encouraging staff to share ideas, evaluate routines and consider how interactions support children's confidence and independence. Partnerships with families and external agencies are usually positive, with leaders maintaining open communication to support children's wellbeing and learning. Leaders maintain a safe, nurturing environment, and to further improve practice, they should strengthen how staff extend children's thinking, embed more-consistent reflective practice and enhance staff confidence in recognising mathematical learning within play. 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 experience warm, positive relationships with familiar adults and settle quickly into play. They show secure attachments and demonstrate confidence when exploring the Inspector: Arianna Saccente environment. Children with additional needs are well supported, and staff understand their routines, preferences and emerging next steps. Children enjoy a wide range of experiences indoors and outdoors, including sensory exploration, construction, music and nature-based activities. They engage with curiosity and return to experiences that interest them. Children learn alongside their peers and are included in all aspects of the setting. Babies join group activities using props and musical toys, while toddlers and older children collaborate during shared play, taking turns and responding to staff encouragement. Children with additional needs are supported in ways that help them participate meaningfully and feel included within daily routines. Children demonstrate positive attitudes to learning. They wait patiently for their turn, follow routines and respond well to transition cues. They feel safe, and staff respond sensitively when children become unsettled. Attendance is monitored closely, and children benefit from consistent routines that help them understand the flow of the day. Children's uniqueness is valued. Staff adapt activities to reflect emerging interests, and children thrive through opportunities to explore independently, manage personal care routines and make choices about their play. They are well prepared for their next stage of learning, showing emerging independence, communication and social skills that reflect the setting's inclusive and nurturing approach. Next steps Leaders should strengthen how staff extend children's thinking by building more purposefully on their ideas, modelling richer vocabulary and offering challenge that deepens learning during play. Leaders should strengthen consistency in reflective practice so all staff can articulate curriculum intent and impact with greater confidence. Leaders should enhance staff confidence in recognising and extending mathematical learning opportunities as they arise in children's play. About this inspection The inspector spoke with leaders, staff, the special educational needs coordinator, 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): 2496417 Address: Hall Close Wroughton Wiltshire SN4 9LD Type: Childcare on non-domestic premises Registration date: 03/09/2018 Registered person: Tick Tock Playgroup Committee Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Swindon Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 2 July 2026 Children numbers Age range of children at the time of inspection 0 to 5 Total number of places 115 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. 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