The Tiddly Toes Partnership

The Tiddly Toes Partnership
Unique reference number (URN): 2782508
Address: Westbourne Community Hall, River Street, Emsworth, PO10 8TG
Type: Childcare on non-domestic premises
Registered with Ofsted: 11/03/2024
Registers: EYR, CCR, VCR
Registered person: The Tiddly Toes Partnership
Inspection report: 16 April 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 are making excellent progress in their development. They have individual next
steps to challenge them to achieve more. Children who have special educational needs
and/or disabilities are achieving their targets in their individual education plans. All children
are confident, independent learners. They are proud of their achievements and relish the
opportunities on offer. They have a love for learning. For example, they focus on their
chosen activity for a long period of time or until it is completed.
Children have fantastic listening and attention skills. For instance, they all join for circle time
at the beginning of the session. They listen to the staff and join in with welcome songs and
signing. Staff provide adult-led teaching to fully embed the children's skills. Children are fully
prepared for the next stage of their learning, in particular school readiness.
Behaviour, attitudes and establishing routines Strong standard
Children behave extremely well. They follow the rules and routines with ease. Staff use
different strategies to support children to manage their behaviour. For example, children who
have barriers to their learning benefit from calming music, while other children manage well
with visual aids. Staff gain children's attention in a thoughtful manner and children follow
instructions well. Staff praise children continually for their achievements, which makes them
feel proud. Staff lead discussions on making positive choices in their play. Children
understand and explain what a 'good' or 'bad' choice might look like. Children have positive
attitudes towards their learning and enjoy their experiences.
Staff have built warm and trusting relationships with children. The key-person system is
robust. Staff know their key children extremely well and manage their needs with ease. Staff
are positive role models for children, teaching them to be kind and respectful. For example,
children learn to share and take turns using a sand timer. Children play very well together
and are beginning to form close friendships. They behave well and demonstrate impeccable
manners.
Leaders consistently take decisive, evidence-led action to anticipate, identify and tackle
barriers to attendance. For example, they log all absences and review trends and patterns.
This helps to promote children's welfare, ensuring they are safe from harm, as well as
preparing them for school.
Children's welfare and wellbeing Strong standard
Leaders promote children's wellbeing and welfare extremely well. Staff's knowledge of each
child and their family is extremely robust. Staff follow routines that families have already
established to ensure children benefit from continuity and feel secure. For example, staff
follow children's home sleep routines, while following safe-sleeping guidance. Staff are
highly responsive to the varying needs of all children. Children show that they are happy and
feel safe here. Staff support children to understand and manage their emotions. They use a

range of approaches to help them self-regulate. For instance, children have access to a
'take-a-break' area. This allows children to remove themselves to a quieter area where they
have access to appropriate resources while they regain their composure. Children have a
secure sense of emotional wellbeing and high levels of self-esteem.
Leaders promote healthy eating very well. They give children opportunities to try new
healthy foods, such as eggs with spinach, beansprouts and peppers. Leaders and staff
communicate with children, parents and carers about healthy habits. Leaders follow advice
from external agencies to support children with special educational needs and/or disabilities
to try new foods. Children socialise well, especially at mealtimes. Staff use these
opportunities to prioritise discussions relating to food and to teach manners and social skills.
Children follow hygiene practices well. Staff help children to develop their independence
skills. For example, children know they need to wash their hands before eating. Children
have regular access to outdoor areas and go on outings in the local community. For
instance, they visit the local stream and parks. Staff follow a robust policy when leaving the
setting, including thorough risk assessments. Children understand the importance of
keeping themselves safe.
Curriculum and teaching Strong standard
Leaders ensure the curriculum is inclusive for all. It is an ambitious curriculum that reflects
the high expectations for all children. For example, older children competently use strategies
that support their early reading and writing skills. It is sequenced well to prepare children for
the next stage of their learning. Staff are highly skilled and demonstrate high standards of
teaching. Leaders role model best practice for all staff. Every child has specific targets that
help them to progress well in their development, including children who have barriers to their
learning. Staff are quick to identify gaps in children's learning and to provide relevant
support. There is a sharp focus on developing children's independence skills.
Staff plan and implement exciting activities that give children a wealth of opportunities
across all areas of learning. Staff promote communication and language development
through a range of techniques. For example, staff use signing and visual aids to promote
communication skills. Staff regularly sing with children, who join in with enthusiasm. Staff
ask questions using age-appropriate language, which extends children's knowledge and
understanding. For instance, staff have discussions with children about life cycles. Children
demonstrate mature communication skills and can hold conversations with staff and their
peers.
Staff use a range of mathematical equipment and approaches to extend children's learning.
For example, children create pictures using magnetic shapes. Staff plan group activities to
teach children about shapes, including their properties. Children enjoy exploring weight
using scales and recognise numbers on a calculator. Children successfully take part in
counting activities in many situations. For instance, they count the farm animals. Staff
promote and extend children's physical development. Children join in with music and
movement sessions, climb on large equipment and move their bodies as they make marks.
Staff differentiate activities and their teaching to meet the needs of all children. They are fully

aware of what children need to learn, develop and master. Staff regularly share the progress
that children make with parents.
Inclusion Strong standard
Leaders maintain a highly inclusive culture across the whole setting. Staff monitor each
child's development thoroughly. This enables them to identify needs quickly and accurately.
Leaders understand the importance of early help and work closely with external agencies.
For example, staff work with speech and language therapists and portage services. Staff
implement strategies that they receive from agencies, training and families to support
children's wellbeing and learning. Leaders have in-depth knowledge and superb skills to
help them support children with special educational needs and/or disabilities (SEND). They
provide training and role model how to support these children for other staff. All staff have
high expectations for children and work hard to reduce any barriers to their learning. They
make adaptations that are systematically and skilfully adjusted, when needed. Children with
SEND are happy and enjoy their experiences, which make a significant impact on their
development and progress.
Leaders effectively use early years pupil premium funding to support disadvantaged
children. For instance, they provide extra resources, such as books that they can take
home. Leaders also provide toothbrushing sets for families that include the necessary
equipment and information. Leaders work closely with services that support children who
are known (or previously known) to social care. This includes attending regular meetings,
where leaders share evidence about children's progress. All children receive the secure and
timely support they need to prepare them for their next stage of their learning.
Leadership and governance Strong standard
Leaders are highly reflective of their practice. They are motivated to improve and maintain
high standards of education and care. For example, they are currently planning
improvements for their outdoor area. They are continually reviewing their policies and
procedures to ensure they are relevant. Leaders regularly complete staff supervisions. They
take time to ensure staff's wellbeing is promoted and their workload is manageable, and
they encourage training opportunities and discuss children's progress. Staff have access to
an online training system and participate in relevant courses, such as baby-specific training.
Staff feel extremely well supported by leaders and enjoy their roles. Leaders expect high
levels of professionalism from their team. They lead and model practice, which has a
significantly positive impact on teaching.
Leaders and staff have built secure partnerships with parents and carers. Staff engage
regularly with them through daily chats, online systems and at parent meetings. Parents
value the support they receive. They are thrilled with the progress their children make and
believe that staff give them the best start to their education. Leaders also have excellent
relationships with local schools to ensure transitions for all children are manageable and
smooth, especially for those who have barriers to their learning. Leaders work closely with
schools to support the transition of each child. This includes informing schools about
children's needs, triggers to behaviour and the external agencies involved in their care.

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
Staff enthusiastically greet the children with their own personal welcome, showing they know
the children extremely well. Children independently self-register and show excitement to be
attending. Staff ask a question on arrival to get them to think. For example, staff ask them if
they would rather visit the Moon or Mars. Staff hold children's attention as they join together
for circle time. Children know the routines and follow them with ease. Children demonstrate
their impeccable listening and attention skills as they sit and wait for the next task. Staff lead

Inspector:
Harriet Povey
About this setting
Unique reference number (URN): 2782508
songs and explain the day to children, welcoming those who are new to the setting. Children
thrive and show that they feel happy and safe in this environment.
Children access a range of exciting activities, which are a mix of child-led and adult-initiated.
Staff have high expectations for and of all children. They have designated key-person group
times, which strengthens the already well-established bonds, as well as enhancing learning
further. For example, babies engage in a sensory activity where they explore colour-mixing
and textures. Children enjoy learning alongside their peers and relish the experiences on
offer. Staff make children feel valued. Children have a deep sense of belonging at this
setting.
Children are confident, independent learners. They learn new skills, which they then use in
their own play. For example, children use their creative and fine motor skills to draw pictures.
They then use their communication skills to put meaning to their marks. All children are
proud of their successes and achievements, including those who have barriers to their
learning. Staff work hard to ensure all children make excellent progress in their learning and
development.
Next steps
Leaders should ensure continued improvement in the setting's successful work to remove
barriers for children who need extra help, to realise a transformational impact on all
children's achievement and wellbeing.
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:
Westbourne Community Hall
River Street
Emsworth
PO10 8TG
Type: Childcare on non-domestic premises
Registration date: 11/03/2024
Registered person: The Tiddly Toes Partnership
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: West Sussex
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 16 April 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
18
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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