URN EY424384 · Inspected 2026-03-17 · Published 2026-05-13 · Inspector: Lyndsey Barwick
Tiddlywinks Preschool Unique reference number (URN): EY424384 Address: Bishop William Ward School, 22a Coach Road, Great Horkesley, COLCHESTER, CO6 4AT Type: Childcare on non-domestic premises Registered with Ofsted: 07/04/2011 Registers: EYR Registered person: Tiddlywinks Preschool Gt Horkesley Community Interest Company Inspection report: 17 March 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 Behaviour, attitudes and establishing routines Expected standard Children are cared for in a calm environment where effective key-person relationships help them to feel secure. Staff act as positive role models and treat children with kindness and respect. As a result, children form warm and trusting relationships with staff and with each other. Children join in one another's games, play cooperatively and demonstrate a sense of belonging. They benefit from predictable daily routines, such as getting ready for snack or moving between indoors and outdoors. Staff know children well and help them to settle quickly during transitions. Leaders work with parents and carers to promote the importance of regular and prompt attendance. Leaders and staff typically have high expectations of and for children's behaviour. These expectations are generally understood by children of different ages and followed appropriately. When behavioural incidents occur, staff respond calmly and swiftly, ensuring issues are resolved quickly. Staff use praise effectively to reinforce positive behaviour and encourage children to make the right choices. Although some activities are not always planned in line with children's next steps or abilities, children display positive attitudes to learning. They remain engaged, show enthusiasm and 'have a go' in their own way. Children's welfare and wellbeing Expected standard Leaders and staff place an emphasis on supporting children's welfare and wellbeing. Children enter the setting confidently and are eager to engage in their day. Children enjoy their time at the setting and have access to a wide range of activities. Effective procedures ensure that key persons build positive relationships with families and share information about children's development. Parents and carers are welcomed into the setting which helps children who are feeling unsettled to develop confidence. Children form secure bonds with staff, smiling and laughing with them during their play. Staff treat children with kindness and respect and are positive role models. Children are supported to recognise, express and manage their emotions. Hygiene practices are in place and children show increasing independence as they help themselves to bowls and cups, pour drinks from teapots and serve their own food during snack time. Leaders work in partnership with parents to ensure the food from home in packed lunches is healthy and nutritious. Children benefit from opportunities to be physically active in the outdoor area of the setting. Inclusion Expected standard Children with special educational needs and/or disabilities (SEND) are typically well supported. Their individual needs are identified swiftly and accurately and staff gather detailed information from families before children start. This means they have the relevant information they need to meet children's individual needs from the outset. When necessary, Needs attention leaders seek professional advice and implement this effectively within the setting. They work in partnership with parents and carers to ensure continuity of care to support each child. Children with SEND are supported by on a one-to-one basis, by staff who are guided in their roles by leaders. Staff regularly observe children with SEND, have a secure understanding of their current developmental levels and are responsive to each child's changing needs. Tailored strategies are in place to support children with SEND to make progress from their starting points. This ensures barriers to learning are reduced and children receive targeted support that reflects their individual circumstances and needs. Additional funding is used effectively to support children's individual needs and parents are involved in decisions about how funding is used. Achievement Needs attention Not all children achieve consistently well in all areas of their learning to give them the secure foundational knowledge they need as they move on to school. Children's skills and knowledge do not always build and develop rapidly over time and learning is often incidental. Although they do not always make consistent and sustained progress, children show an interest in activities, generally remain engaged in them and are happy to have a go. The impact of weaknesses on children with special needs and/or disabilities is minimal and they generally make typical progress in their development and learning. Children develop a love of books and strengthen their communication skills through well- planned story and rhyme sessions. They have regular opportunities to practise their physical skills in the outdoor area and during activities such as making 'dinosaur food' with play dough. They enjoy creative experiences such as making marks with chunky crayons and using glue sticks. Curriculum and teaching Needs attention The newly-established leadership team recognise that further improvements are needed to ensure all children receive consistently high-quality education. While leaders have appropriate ambitions for the curriculum, implementation is inconsistent. Staff know their key children well, use appropriate assessment and generally understand where they are in their learning. However, some staff do not yet consider how to build on children's existing knowledge and skills when planning activities. In addition, interactions during play are not always focused on what children need to learn next to develop their knowledge and skills. This means that curriculum delivery is not effective enough to support all children to make consistent progress. The impact of the weaknesses on children with special needs and/or disabilities is minimal due to the one-to-one support they receive throughout the day, as this is fully targeted to their individual needs. During play, staff interactions are warm and encouraging. Staff support children's early mathematical understanding by prompting them to count forwards and backwards, use their fingers to represent numbers and use size related language. Children are provided with opportunities to develop their physical skills through activities such as dough play and planting. They regularly take part in activities alongside their peers, which helps them learn to share, take turns and begin to develop early teamwork skills. Leadership and governance Needs attention The leadership team at the setting has recently changed. Leaders strive to deliver high- quality care and education. They are reflective and are aware that improvements are necessary to raise the quality of education to a high level for all children. They have considered how to achieve this and have started implementing their ideas. A programme of training, support and mentoring has been introduced to strengthen staff's practice. However, these plans are still in their early stages. While they are beginning to make a difference, changes are not yet fully embedded to ensure improvements happen quickly enough. Leaders build effective partnerships with parents and carers, providing continuity of care and education. Parents value the support they receive and speak positively about the setting, leaders and staff. Leaders ensure secure communication, enabling parents to remain well informed about their children's development and wellbeing. Staff enjoy their roles and feel well supported. They are proud to work at the setting and benefit from professional development opportunities. Leaders encourage staff to enhance their skills through further qualifications. As some staff are new, leaders are mindful of their workload and provide ongoing support. This results in children being cared for by happy and motivated staff. What it's like to be a child at this setting Staff do not always deliver a curriculum that is tailored to children's individual needs or focused on their next steps. As a result, children do not always build on their knowledge securely. Children do take part in a range of experiences throughout the day, remain curious and enthusiastic learners and are keen to 'have a go'. Children develop early independence, communication and physical skills as they explore their environment and interact with staff. Children spend time outdoors daily. They make pretend cakes in the mud kitchen, build castles using recycled materials and help plant seeds. Indoors, children explore role-play areas and cosy corners, where they can rest or look at books. Children confidently move around the environment and make independent choices about what they would like to explore. Inspector: Lyndsey Barwick About this setting Unique reference number (URN): EY424384 Children smile as they are greeted by caring staff and happily separate from their parents and carers as they enter the setting. The friendly environment helps children to settle, feel relaxed and promotes positive and regular attendance. Effective settling-in arrangements support children's smooth transition into the setting. Key persons and leaders know children well and develop secure and trusting relationships with them from the outset. Children enjoy spending time with their friends, collaborating and chatting as they play. Children with special educational needs and/or disabilities receive targeted support throughout the day. This reduces the barriers they may face and helps them to make appropriate progress from their starting points. Next steps To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date: Action Completion Date ensure the curriculum is implemented through well planned and purposeful activities that link to children's individual learning needs 29/05/2026 support staff to strengthen the quality of their interactions to ensure that teaching is responsive to the individual learning needs of children 29/05/2026 About this inspection The inspector spoke with leaders, staff, children, 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. Address: Bishop William Ward School 22a Coach Road, Great Horkesley COLCHESTER CO6 4AT Type: Childcare on non-domestic premises Registration date: 07/04/2011 Registered person: Tiddlywinks Preschool Gt Horkesley Community Interest Company Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:30 Local authority: Essex Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 17 March 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 40 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. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. 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