Tiddlywinks Day Nursery

Tiddlywinks Day Nursery
Unique reference number (URN): 2812253
Address: Tiddlywinks Day Nursery, 21 Stonefield Street, Milnrow, Rochdale, OL16 4JQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 09/10/2024
Registers: EYR, CCR, VCR
Registered person: Tiddlywinks Day Nursery Ltd
Inspection report: 4 August 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 excellent progress from their individual starting points because staff are quick
to create learning opportunities to target needs. Children with special educational needs
and/or disabilities receive targeted support matched to their individual needs, which enables
them to make accelerated progress from their starting points. Staff work tirelessly with
external agencies to overcome barriers to learning so that children achieve.
Communication and language are a focus within the setting, with children making clear
progress in this area. Babies develop strong communication skills as they use single words
to describe what they are drawing. Older children participate in two-way conversations. Staff
use effective strategies for children who need support with their communication, such as
using real life objects to aid their understanding.
Staff have a secure understanding of the key learning priorities within each room and
recognise the importance of children mastering these skills before moving on to more
complex learning. Staff use their comprehensive knowledge of their key children, which
means that they quickly identify next steps and plan for these effectively to support continual
progress. This continual progress means that children are well prepared for their next stage
in learning.
Behaviour, attitudes and establishing routines Strong standard
Throughout the setting, there is a calm and respectful culture. Children show respect
towards their peers and staff, which is reciprocated, through interactions. Children show
caring attitudes towards one another, share and take turns. They say 'sorry' to their friends
when they take something of theirs during play. Children actively seek out staff as they are
excited to see them. Behaviour is managed effectively through clear expectations and
positive role modelling. Staff have high expectations for this.
Well-established routines mean that children understand expectations and know how to
keep themselves safe. They are aware of what is coming next. For example, children get a
mirror when it is time to brush teeth and demonstrate an understanding of why they need to
wash hands before mealtimes.
Children are enthusiastic and fully engaged in their play. They approach new activities with
curiosity. Staff welcome them in with eagerness, sharing what they are doing. Children enjoy
receiving praise and are willing to have a go. They are resilient and will seek adult support if
they cannot do something. For example, children talk about what they have tried when
chopping fruit and ask for adult help.
Leaders promote a positive attitude towards attendance and work closely with families to
overcome barriers. Staff know their children well and the barriers that they may face. They
reflect on their practice and how they can improve it, provide challenge and meet individual
needs.

Children's welfare and wellbeing Strong standard
Children's welfare and wellbeing are a priority within the setting. Parents report strong
communication from the setting, which supports positive relationships between families and
staff. This partnership means children's learning, development and overall experience are
enhanced. Staff support children with special educational needs and/or disabilities
successfully. Plans are in place, which are frequently reviewed with parents. Leaders are
aware of the context of their setting and understand the needs of the area. They have
created plans to target these needs so that children are not at a disadvantage, such as
creating a larger outdoor area to encourage physical play.
Children's emotional development is strongly supported through caring and responsive
interactions. Staff help children to develop their confidence and resilience through
encouragement. Children are supported to develop independence through learning
important self-care skills, including managing their personal needs or making healthy food
choices. Children participate in activities to promote their wellbeing, such as massage for
babies and yoga for older children. Their personal skills are developed through instructions
in areas of the playrooms with pictures and written instructions showing them what to do.
Staff follow safe sleep practice and maintain high standards around eating. This ensures
that children's health, safety and individual needs are prioritised. For example, the setting's
cooks work with dieticians to ensure that children receive tailored meal plans.
Curriculum and teaching Strong standard
Leaders have created a curriculum with children at the centre of everything they do. The
curriculum is regularly reviewed and tailored to reflect the changing needs of the cohort of
children. Leaders also reflect on how well children are engaged with and are enjoying their
learning. For example, staff change focus authors to an author children like to listen to
stories by. All staff have a clear understanding of each child's next steps in learning. They
know what they want children to learn and how to best prepare them for the next stage in
their learning. They have a vast knowledge of child development and know how to fully
support children's learning. Staff are highly skilled at recognising learning opportunities
within everyday routines and play. Activities are adapted to ensure that every child can
participate successfully. This includes those with special educational needs and/or
disabilities, regardless of their stage of development or individual need.
Communication and language development is embedded throughout daily routines. Staff
engage children in high-quality interactions, introducing new vocabulary through
commentating on play and singing rhymes. Babies' physical development is particularly well
supported through opportunities to climb, pull themselves up and walk. Mathematical skills
are taught throughout the setting. Babies use mathematical language such as 'fill', toddlers
learn to count and older children begin to understand how many more or less there are.
Inclusion Strong standard
Staff identify children's needs at the earliest opportunity through assessments,
communication with parents and carers and regular observations. Staff respond swiftly when

needs change, making adaptations to support plans and learning opportunities to ensure
that all children continue to make progress. Strong partnerships with parents are a strength
of the setting when sharing information about children's development and concerns staff
may have. Leaders seek the views and support of external agencies to best support children
with special educational needs and/or disabilities and children who are known (or previously
known) to children's social care.
Staff value and celebrate the diverse cultures and backgrounds of children and people in the
world around them, such as learning about the country their artist of the month is from. Staff
take time to learn about and get to know their children and include this in the setting, for
example singing nursery rhymes in different languages. Children develop a sense of
belonging as their photos are included in areas of the room.
Additional funding is used to overcome identified barriers to learning. Leaders regularly
review spending to ensure that it has a positive impact and meets the needs of individual
children. They have invested in language interventions to support language and
communication for younger children. Staff understand children's barriers and use their
professional curiosity to know when these need to be explored further, and when they are
satisfied needs are met and next steps achieved. This means that children are continually
making progress.
Leadership and governance Strong standard
Leaders are committed to maintaining high standards of practice by providing ongoing
observations and identifying training needs. Leaders use these processes to identify the
setting's strengths and areas for development. Training is provided for staff, ensuring that it
has a positive impact on the children and their experiences. Leaders speak of their passion
for providing the best care for their children and seek training from many sources to ensure
continued high-quality care and learning.
All staff are invested in the shared vision of the setting. They work together to provide high-
quality care for children. For example, staff network with other settings to share best practice
and adapt this for their setting. Leaders consider staff's workload, and staff report their
wellbeing is managed well as they feel supported and valued. Apprentices receive strong
support from leaders. They work with tutors, have regular check ins and receive extra time
to develop their skills and confidence within the profession.
Communication between staff and parents is reported as a strength. These positive
relationships mean children's needs are understood and supported. Leaders are reflective
and regularly evaluate the effectiveness of the setting, creating action plans to drive
continuous improvement. Leaders welcome the support and advice from external agencies.
They work collaboratively with professionals to enhance outcomes for children and families,
such as various teams within the local authority.

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 are warmly welcomed into the setting by familiar, caring staff who know them well.
They wave with excitement at staff and separate from their parents and carers confidently.
They settle quickly into their day and are curious to explore the environment. Children
develop secure, trusting relationships with staff who respond sensitively to their emotional
and physical needs. They engage in kind, respectful interactions with one another because
this has been modelled positively for them by staff. Children learn to share, take turns and
be considerate of one another in an inclusive environment.

Inspector:
Laura Farrell
About this setting
Unique reference number (URN): 2812253
Children choose activities that are well planned to meet their individual needs and interests.
They enjoy a wide range of experiences both indoors and outdoors, such as yoga by the
river to promote their overall wellbeing. Wellbeing and development of individual needs are
at the heart of everything staff do. Children are engaged in learning and approach different
activities with eagerness. Careful consideration goes into planning learning that meets the
varying needs of children and overcomes barriers they may face. Children are well prepared
for the next stage in their learning as staff have high expectations for all children. Children
with special educational needs and/or disabilities receive timely, targeted support to ensure
that they can participate fully and make progress. Children learn to be independent and
develop self-care skills. For example, babies choose their own cup to have a drink and
toddlers learn to put their shoes and socks on.
Children regulate their emotions through the care they are shown by staff. Babies seek
comfort and are given lots of cuddles to help them to settle. Children learn to communicate
effectively, for example babies babble and use single words and older children speak in full
sentences. Staff are passionate about the care they provide for their children and show
pride when they talk enthusiastically about them.
Next steps
Leaders and those responsible for governance should sustain their work to ensure
continued improvement and high standards. They should focus on creating a
transformational impact on outcomes and experiences of disadvantaged children and
those with special educational needs and/or disabilities, their learning and wellbeing.
About this inspection
The inspector spoke with leaders, staff, 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.

Address:
Tiddlywinks Day Nursery
21 Stonefield Street, Milnrow
Rochdale
OL16 4JQ
Type: Childcare on non-domestic premises
Registration date: 09/10/2024
Registered person: Tiddlywinks Day Nursery Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Rochdale
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 4 August 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
74
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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