Tots and Tweenies Limited

Tots and Tweenies Limited
Unique reference number (URN): 2751652
Address: 54 B, New Road, Ilford, Essex, IG3 8AT
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/10/2023
Registers: EYR, CCR, VCR
Registered person: Tots And Tweenies Limited
Inspection report: 13 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
Achievement Expected standard
Children make progress from their starting points across the areas of learning. They develop
their communication and language skills, for example, by naming objects, responding to
questions and using words during play. Some children begin to use simple phrases to
express their ideas and needs. Children develop early mathematical understanding, such as
counting small quantities and recognising number through everyday experiences. They also
build physical skills, including coordination and control, through regular movement activities.
Children who are less confident or new to the setting begin to engage alongside their peers,
showing increasing participation in activities. Staff support children to access learning, so
they can take part and develop key skills. Overall, children develop the foundational
knowledge and skills needed for their next stage of learning, including readiness for school.
However, children do not always develop language and communication skills as securely as
they could, as opportunities to extend their responses are not consistently embedded.
Behaviour, attitudes and establishing routines Expected standard
Leaders create an environment where expectations for behaviour are generally understood.
Children follow daily routines, such as helping to tidy away resources when prompted and
joining group times, where they greet others and take part together. Staff support children to
understand expectations by giving reminders and guiding behaviour. Children form positive
relationships with staff, who respond with warmth and reassurance. Staff support children to
take turns, for example during small-group activities where children wait for their turn to use
resources and are reminded to share materials. This helps children learn how to play
alongside others and cooperate.
Children show positive attitudes to learning. They engage in activities and respond to staff's
direction, for example joining in with group singing and movement activities, where they
follow instructions and participate alongside their peers. Staff consider children's age and
stage of development, providing reassurance and encouragement to help them join in.
Leaders promote the importance of attendance. They monitor attendance closely and follow
up promptly when children are absent, helping to ensure that children attend regularly.
However, expectations for behaviour are not always consistently reinforced during
transitions between activities, which means routines are not always as orderly as they could
be.
Children's welfare and wellbeing Expected standard
Leaders ensure that children receive consistent care that meets their individual needs. Staff
know children well and respond promptly to their needs. For example, when a child indicates
they feel unwell, staff provide reassurance, offer water and support them to rest in a quieter
area while continuing to monitor them. This helps children feel safe, secure and well cared
for. Children form secure and trusting relationships with staff, who interact with them warmly

and consistently throughout the day. Staff offer reassurance and encouragement, helping
children feel confident to seek support and take part in activities.
Staff support children to develop an understanding of health and wellbeing through daily
routines. Children follow hygiene practices, such as handwashing, and are encouraged to
eat healthy foods and stay hydrated. Staff talk to children about keeping their bodies healthy,
including after physical activity. Children are supported to recognise and express their
emotions. Staff check in with children and respond sensitively, helping them to feel settled
and develop emotional security. Care routines, including mealtimes and personal care, are
organised to meet children's needs and support their comfort and wellbeing. However,
opportunities to consistently promote children's independence during routines are not
always embedded, which means children do not always take responsibility for aspects of
their self-care and daily experiences.
Curriculum and teaching Expected standard
Leaders have a clear understanding of the curriculum they want children to experience.
They prioritise children's communication, personal, social and emotional development and
physical development, ensuring that these areas underpin daily practice. Leaders reflect on
teaching through regular discussions and have identified developing staff's practice as a key
priority. The curriculum is designed to meet the learning and development requirements of
the early years foundation stage. Staff provide a range of experiences that support children
to explore, such as activities that promote early mathematics through counting and
recognising quantity, and opportunities to develop physical skills through movement and
coordination. Staff use their knowledge of children's development to support participation
and engagement.
Practitioners support children's language and communication by introducing vocabulary and
engaging children in conversation during activities. They also use assessment to understand
what children know and can do, using this information to plan experiences that build on
children's starting points. Staff adapt their approach to support children who need additional
help, for example, by simplifying language and providing additional guidance, so children
can take part. However, staff do not consistently extend children's language and thinking
during interactions, which limits how fully teaching builds on what children know and can do.
Inclusion Expected standard
Leaders create an inclusive environment where staff identify and respond to children's
individual needs from the outset. They gather detailed information from parents and use
ongoing observation to assess children's development and identify any emerging needs.
Staff share this information regularly, helping them plan experiences that support children to
take part. Leaders take appropriate action to reduce barriers to learning and wellbeing. For
example, staff use visual prompts and simplified language to support children who are less
confident to understand routines and join activities. Leaders work in partnership with parents
and the local authority early years team to seek advice and adapt support.
Leaders follow a graduated approach, where they assess children's needs, plan support,
review progress and adjust strategies. They monitor children's progress through regular
discussions and adapt support where needed. Staff receive training and ongoing coaching

to support inclusive practice. Leaders use available funding, including support for
disadvantaged children, to provide targeted resources and experiences based on children's
needs. However, staff do not always consistently adapt interactions to fully support
children's communication and participation, which means some children do not benefit as
fully from learning opportunities. Leaders demonstrate an understanding of how to support
children with special educational needs and/or disabilities and work with external
professionals and families to meet their needs.
Leadership and governance Expected standard
Overall, leaders provide clear direction for the setting and generally maintain effective
oversight of daily practice. There have been recent changes to staffing, with all staff newly
appointed. Leaders have established systems, including daily briefings, ongoing coaching
and regular meetings, to support staff in understanding expectations and developing their
roles. Leaders demonstrate an understanding of the setting's strengths and areas for
development. They have identified priorities, such as strengthening staff's practice and
improving consistency across routines, and have begun to take action through training,
mentoring and reflective discussions.
Leaders make decisions in the best interests of children, including adapting support for
those who face barriers to learning and working in partnership with parents and external
agencies. They consider staff's wellbeing by organising manageable working hours and
dedicated time for professional discussion. Professional development is prioritised. Staff
receive induction, safeguarding training and ongoing support, which helps them understand
their roles and responsibilities. However, leaders have identified priorities to strengthen the
consistency of staff's practice. These priorities are not yet consistently embedded across
daily teaching. As a result, teaching does not always reflect leaders' expectations. This
means children do not always experience consistently high-quality interactions and routines.
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 arrive at the setting and are warmly welcomed by staff, helping them to settle
quickly and confidently. They separate from their parents with ease and begin their day by
joining familiar routines, such as greeting their peers and taking part in group times. Children
form positive relationships with staff, who respond to them with care, reassurance and
encouragement. Children enjoy a range of play based experiences that support their
development. They take part in group activities, such as singing, action rhymes and shared
storytelling, where they learn alongside their peers. Staff support children to join in, take
turns and share their ideas, helping them to build confidence and develop their social skills.
Children explore resources and engage in imaginative play, using their developing language
to express their ideas. Staff interact with children during play, offering encouragement and
helping them to stay engaged. Children show enjoyment as they choose activities, explore
materials and play cooperatively with others. Children take part in physical activities that
support their coordination and stamina. They move in different ways, such as jumping,
balancing and stretching, and show enthusiasm as they participate alongside their peers.
Staff join in with children, motivating them and supporting their involvement.
Children develop independence through daily routines, such as washing their hands,
collecting their food and managing their belongings. They begin to understand expectations
and take part in routines that support their growing confidence. Overall, children experience
a setting where they feel valued, enjoy their learning and develop the knowledge, skills and
confidence they need for their next steps.

Inspector:
Honufa Begum
About this setting
Unique reference number (URN): 2751652
Address:
54 B
New Road
Ilford
Essex
IG3 8AT
Type: Childcare on non-domestic premises
Registration date: 23/10/2023
Registered person: Tots And Tweenies Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 15:30
Next steps
Leaders should ensure that staff consistently support children to develop their language
and thinking.
Leaders should ensure that staff consistently reinforce expectations during transitions.
Leaders should ensure that staff consistently promote children's independence through
daily routines and activities.
About this inspection
The inspector spoke with leaders, staff, 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.

Local authority: Redbridge
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 13 March 2026
Children numbers
Age range of children at the time of inspection
3 to 4
Total number of places
10
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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