Tiny Town Daycare Ltd

Tiny Town Daycare Ltd
Unique reference number (URN): 2756134
Address: Bonny Downs Community Association, The Well, 49 Vicarage Lane, London, E6 6DQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/10/2023
Registers: EYR, CCR
Registered person: Tiny Town Daycare Ltd
Inspection report: 11 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.

Strong standard
Children's welfare and wellbeing Strong standard
Children's welfare and wellbeing are promoted consistently through thoughtful and
individualised care practices. Leaders have established robust systems to review policies
and procedures, adapting them promptly when necessary. Staff are sensitive towards
younger children, giving them time and gaining consent before tending to their intimate care
needs. Key-person relationships are very secure and responsive. This helps children to feel
safe, confident and ready to explore. Staff know children very well. They use sensitive and
purposeful interactions to help older children talk about their feelings. Staff model
vocabulary to build on the language children need to express themselves confidently.
Care practices are adapted skilfully for children's individual needs, including for children with
special educational needs and/or disabilities or those facing other barriers to their wellbeing.
Staff work closely with parents and carers. This ensures that approaches are aligned and
children receive consistency in their care.
Staff support children very well to learn how to be healthy. They enjoy plenty of opportunities
to be physically active. Children are offered a range of appetising and healthy meals, and
they can make their own healthy choices during snack times. Leaders collect detailed
information about children when they start at the nursery. For example, they support all
children's dietary requirements and offer alternatives. Children build their independence
skills consecutively. For instance, during mealtimes, babies hold spoons and begin to feed
themselves. Older children serve themselves from large dishes.
Inclusion Strong standard
Leaders have very high aspirations for all children. They monitor children's progress with
precision and identify children's individual needs swiftly. Leaders prioritise referrals to
agencies to provide early support, such as for speech and language. This helps children to
receive the right support at the right time. Leaders and staff work closely with parents and
carers and other professionals to meet all children's needs. Leaders have introduced a
bespoke intervention programme to support children's communications skills. Staff have
received specific training to enable them to implement this successfully.
Staff celebrate cultural diversity through meaningful experiences. They weave children's
home languages, traditions and lived experiences into daily practice. Staff invite families into
the nursery to share their skills and cultural heritage. Families enjoy plenty of opportunities
to join the children for nursery events. For example, children and staff are preparing for the
upcoming Mother's Day tea party.
Staff plan teaching carefully for children with special educational needs and/or disabilities
(SEND). They deliver targeted speech and language activities that build children's attention,
engagement and communication. Staff adapt learning through focused interventions and
small groups, ensuring that children with SEND access the curriculum alongside their peers.

Expected standard
They know how to use additional funding to make informed decisions that improve
outcomes for children.
Leadership and governance Strong standard
Leaders monitor progress robustly. They accurately identify aspects of their setting for
improvement and adapt provision to best support the learning and development experiences
of children. Leaders are working on embedding the improvements needed. They have a
consistent focus on securing excellence for all children at the nursery.
Leaders have a secure understanding of how the nursery operates daily. They have made
consistent, timely and highly impactful improvements since taking over the nursery and its
staff team. For example, they regularly observe practice first hand and talk with staff, giving
valued training and mentoring where needed. Although there are some minor gaps in staff's
teaching skills, improvements are rapid and highly effective. Leaders make informed
decisions about what benefits children most. For example, leaders trialled a system where
staff observed each other, giving praise and suggestions to improve practice. Although this
is still in its infancy, staff have become more confident and value this peer feedback.
Leaders are reflective and prioritise staff's professional development through an established
appraisal system, regular supervision sessions and coaching sessions. For example, staff
receive training on creative circle times. This supports positive quality teaching and
interactions. Leaders prioritise staff's wellbeing. They create a supportive culture, where
staff's workload is carefully managed.
Partnership working is a significant strength. Leaders work very well with external
professionals, particularly when securing support or clear information that is required to
prioritise children's learning and wellbeing. They build trusting relationships with families and
support them sensitively. Leaders recognise that close collaboration improves children's
outcomes.
Achievement Expected standard
Despite some occasional weaknesses in teaching, all children typically make positive
progress from their starting points, particularly in their communication and language.
Children develop confidence in their social and language skills. They generally achieve well
across most areas of the curriculum. Children benefit from regular opportunities to develop
their language through high-quality interactions.
Children who face barriers to learning continue to make consistent progress despite their
needs. This includes children who are known or were previously known to children's social
care. Children with special educational needs and/or disabilities also make progress in
relation to their individual starting points. For example, they engage in daily singing,
storytelling and circle-time discussions.

Behaviour, attitudes and establishing routines Expected standard
All staff have high expectations of children's behaviour and attitudes to learning. These
expectations are commonly understood by staff, children and parents and carers. Staff take
action to support children who need extra help to feel emotionally secure and safe. They
consider children's individual needs to adjust routines to help them feel ready to learn. Staff
teach children to be kind to others so that children play happily alongside one another. Staff
encourage children's best behaviour. Children receive praise for being thoughtful and kind.
They behave extremely well and are very motivated in their learning. Children are busy in
their learning, working together to build structures with their friends or playing alongside
adults who extend their thinking.
Staff work diligently to form deep relations with children from the very start. Babies have
positive and secure attachments with their key persons, which promotes a positive learning
environment. Staff have established daily routines and activities that foster confidence in
children. Older children seamlessly transition between activities, such as story sessions,
mealtimes and outdoor play.
Staff encourage children to share, and even young children show their understanding of this.
For instance, toddlers wait patiently and say 'my turn' when their friends have finished
stirring a cake mixture. Leaders know the importance of children's attendance and act
promptly to help address any barriers families face. They monitor closely, working with
parents and carers to help them to recognise the importance of their children attending.
Curriculum and teaching Expected standard
The curriculum is well sequenced and builds on what children already know and can do.
Leaders prioritise supporting children's personal, social and emotional skills to help them to
thrive. Monitoring of children's development is part of everyday practice. Children are well
prepared for the next stage in their learning, including moving on to school.
Staff weave books naturally into everyday routines. Story time is calm and engaging, with
children encouraged to talk, predict and reflect. This nurtures a genuine love of books.
Children regularly choose books independently and enjoy sharing stories throughout the
day.
Staff teach communication and language well. They sing with children, pausing to
encourage them to join in, and they read stories when children request them. However, staff
do not support children's mathematical development as well as they support their
communication and language. For example, during a cooking activity, staff do not encourage
children to count or measure ingredients to develop their mathematical knowledge further.
Adult-led opportunities are typically matched well to children's individual needs and promote
progress. At times, however, these are not organised well enough to consistently develop
children's knowledge and understanding to help them to gain fully from the learning
experience. For example, on occasion, as children have to wait for extended periods for a
turn, they lose interest while they wait. Staff do not fully explain what is happening, and, as a
result, children do not learn what happens next.

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 are happy, settle quickly and form warm relationships with staff, which helps them
feel they belong. Leaders and staff welcome families warmly and make sure that
communication is accessible. Staff greet parents and carers personally each day and share
clear updates through conversations. These approaches help families, including those who
speak English as an additional language, feel informed, included and part of the setting's
community.
Staff establish calm, consistent and predictable routines throughout the day. These routines
help children to feel safe, secure and confident in the environment. Children approach staff
readily for reassurance, comfort or support. They show emotional security and trust in the
staff who care for them. Staff recognise and value each child as a unique individual. They
have a secure understanding of the barriers some children have to their learning and
wellbeing. Staff identify children's emerging needs quickly and take prompt action to support
children.
Leaders have designed a curriculum that prioritises the knowledge and skills children need
for the next stage of their education. They sequence learning carefully so that activities build
on what children already know and can do. This builds the skills children need for their
future learning. Staff tailor teaching for children at different stages in their development. For
example, during group times, babies enjoy familiar action songs, toddlers can identify body
parts and older children explore rhyming sounds.

Inspector:
Claire Nunn
About this setting
Unique reference number (URN): 2756134
Address:
Bonny Downs Community Association
The Well, 49 Vicarage Lane
London
E6 6DQ
Type: Childcare on non-domestic premises
Registration date: 20/10/2023
Registered person: Tiny Town Daycare Ltd
Children's physical, personal, social and emotional development is prioritised. Staff help
children to manage routines, share resources and take turns. They adapt their interactions
so children who need additional help can participate. Staff support children's communication
and language throughout the day by narrating play, asking questions that prompt thinking
and modelling vocabulary.
Next steps
Leaders should support staff to organise adult-led activities more effectively to maximise
children's learning potential.
Leaders should strengthen the teaching of mathematics by sequencing children's learning
more carefully, ensuring that they build a secure understanding.
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.

Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Newham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 11 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
42
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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