Tic-Toc Day Nursery

Tic-Toc Day Nursery
Unique reference number (URN): EY388255
Address: 11-13 Chiswick High Road, Chiswick, London, W4 2ND
Type: Childcare on non-domestic premises
Registered with Ofsted: 21/01/2009
Registers: EYR, CCR
Registered person: Dynamite Educational Publishers Limited
Inspection report: 10 February 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 make progress across all areas of learning. They benefit from staff who think about
the knowledge and skills they want children to learn. Children partake in learning activities
that consider their individual starting points. This includes children with special educational
needs and/or disabilities. For example, children have opportunities to develop important
language. They join in with a variety of opportunities to learn through books. For example,
children share stories, listen to sounds in the environment and re-enact their favourite tales
through role play. All children develop language in preparation for their future education.
Children benefit from personalised learning opportunities because staff know them well.
They enjoy learning opportunities that consider their interests. This helps them to become
motivated learners.
Behaviour, attitudes and establishing routines Expected standard
Leaders continue to consider how their curriculum supports children's attitudes to learning
as they move into older rooms at the nursery. For example, by strengthening how they share
strategies to help younger children learn about their emotions and extend this as children
grow.
Staff teach children to look after their environment. For example, children learn to tidy up
after themselves from an early age. Older children learn to be mindful of younger ones,
being kind and sensitive to their needs. All children, including those who face barriers to
learning, gain an understanding of how their behaviour impacts on others.
Staff ensure that children attend the nursery on time. They promote the importance of
regular attendance to families. This helps children to have familiar routines to help them feel
safe.
Staff skilfully anticipate challenges that children may face in regulating their emotions. They
step in to offer support and guidance. Babies and toddlers experience warm relationships
with staff that help them to feel safe. Staff teach all children listening and attention skills to
help them to learn the expectations of the nursery. As a result, children behave well.
Children's welfare and wellbeing Expected standard
Leaders continue to prioritise children's welfare as they respond to the changing needs of
children in the setting. They are developing how they strategically adapt their policies to
continue to promote children's wellbeing. Staff encourage toddlers to talk about their
feelings. They spend time encouraging children to reflect on their emotions through
mindfulness sessions. Older children learn to regulate their emotions using a variety of
strategies including yoga and physical exercise. Children learn healthy habits that support
their emotional and physical wellbeing.

Staff support the wellbeing routines of babies. This includes considering their personal
circumstances when weaning. Staff work collaboratively with parents to think about
children's sleep habits. This helps them to create routines which help babies to feel
comforted and emotionally secure. Staff teach children to make healthy choices; they
encourage children to explore a variety of nutritious foods. Children are able to talk about
their healthy diet. Children enjoy daily access to outside space. Children with gaps in their
learning and younger children receive the support they need to be physically safe. All
children develop the skills they need for their future lives.
Curriculum and teaching Expected standard
Leaders have a strong understanding of the quality of the curriculum and teaching at the
nursery. They create action plans that continue to improve how they sequence the
curriculum through children's development stages. For example, they have a clear action
plan to further develop how early reading skills are taught consistently across the nursery.
The curriculum is typically taught well. Staff are working to strengthen opportunities for high-
quality interactions to be embedded at all times of the day.
Staff support children to learn new vocabulary through shared reading opportunities that
help children to repeat and sequence stories. Children are excited to express themselves.
Throughout the nursery, staff teach children to solve problems. For example, they explore
measuring with toddlers in the outdoor area. Children in the pre-school room learn to create
patterns and shapes. The explicit teaching of mathematical skills helps prepare children well
for their future lives.
Staff support children to be physically active; this promotes children's physical development.
Staff help children to develop social skills. When children, including those with special
educational needs and/or disabilities need additional support to play alongside others,
teachers teach them key social skills. Children learn skills to prepare them for their future
relationships.
Inclusion Expected standard
Leaders continue to develop how their adaptations to support children with special
educational needs and/or disabilities (SEND) make a sustained difference to children across
the nursery. They aim to further develop opportunities for staff to share best practice, to help
embed strategies that promote the engagement of all children in learning across the nursery.
Those with responsibility for identifying and arranging support with children with SEND have
a strong understanding of children's needs. Leaders ensure that they have a wealth of
professional development opportunities that help their knowledge and skills to continue to
develop over time. As a result, staff take swift and effective action to identify barriers to
learning. They work with a range of specialist partners, speech therapists and educational
psychologists where appropriate. Staff implement advice from professionals that helps
children to make progress towards key targets.
Staff confidently use strategies to support children to understand and be able to express
their needs. They adapt their approaches to children's needs when considering their care
needs. For example, they use different strategies to support children learning to use the
toilet. Staff have a strong understanding of how to support children who speak English as an

additional language. This includes encouraging them to use language in their play and
through stories. All children are well prepared for the next stage of their education.
Leadership and governance Expected standard
Leaders continue to take action to drive improvement to the curriculum through clear action
plans. They help staff to share their contributions to individual children so that their positive
impact can be felt across the setting.
Staff enjoy working at the nursery. They report high levels of wellbeing. Leaders provide staff
with a comprehensive selection of professional development opportunities. This helps staff
to understand their roles and responsibilities. Staff enjoy taking on key roles and carry them
out diligently and professionally. This means that their work has a positive impact on all
children including, those with special educational needs and/or disabilities.
Leaders have a clear vision to support all children to achieve their best. They engage
effectively with parents to help them to understand their children's learning needs. This
helps children to continue their learning beyond the setting in preparation for school.
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
What it's like to be a child at this setting
Children, including those with gaps in their learning achieve goals that give them
confidence. Children enjoy planned activities that reflect their different learning needs and

Inspector:
Kate Daurge
interests. Staff take steps to give extra support to those children who need it. For example,
they use visuals to reinforce new vocabulary or instructions. Staff anticipate when children
may struggle to express themselves. The support and guidance given to children helps them
to fully access the curriculum. Children develop positive attitudes to exploring and learning.
Babies learn important physical skills. Staff plan a variety of opportunities for babies to learn
to crawl, pull themselves up and walk. This helps them to develop their physical strength.
Children across the nursery become increasingly independent as they learn to feed and
dress themselves and access equipment that promotes learning.
Staff consider children's emotional needs. This includes children with barriers to their
wellbeing. They support parents to access the support they need to help hone children's
feelings of emotional security. They closely consider children's previous experiences to help
them feel safe. All children feel happy and confident. Staff take steps to ensure children
attend nursery regularly. They work with parents to identify any barriers that may impact
attendance. Staff praise children's achievements. For example, they identify when children
share and are kind to others. Children learn to make good choices. They develop warm
relationships with staff who celebrate their unique personalities. Staff work with parents to
consider the changing care needs of babies. For example, they create plans that enable
children to wean from bottles or develop healthy sleeping habits. This promotes their
physical and emotional wellbeing. All children develop a deep sense of belonging.
Next steps
Leaders should further develop how staff share strategies to support learning across the
nursery so that children can further build on their skills.
Leaders should develop further how high-quality interactions are embedded across the
nursery to help children to benefit from consistently high-quality interactions with staff.
About this inspection
The inspector spoke with staff and leaders, including the nursery special educational needs
coordinator, 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): EY388255
Address:
11-13 Chiswick High Road
Chiswick
London
W4 2ND
Type: Childcare on non-domestic premises
Registration date: 21/01/2009
Registered person: Dynamite Educational Publishers Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Hounslow
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 February 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
55
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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