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Tots and Tweenies Limited

Tots and Tweenies Limited is a day nursery in Ilford for children aged 3 to 4, with 10 registered places. Ofsted report card, 13 March 2026: Expected standard in 6 areas; safeguarding standards met.

54 B, New Road, Ilford, IG3 8AT

Key facts

Type
Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
Ages
3 to 4 (Ofsted childcare register, as at 30 June 2026)
Registered places
10 (Ofsted childcare register, as at 30 June 2026)
Registered
23 October 2023 (Ofsted childcare register, as at 30 June 2026)

Opening hours

Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 15:30

Source: Ofsted report, inspection on 13 March 2026

Who runs it

Tots and Tweenies Limited is run by Tots And Tweenies Limited (Ofsted register).

Latest inspection

  • Inclusion: Expected standard
  • Curriculum and teaching: Expected standard
  • Achievement: Expected standard
  • Behaviour, attitudes and establishing routines: Expected standard
  • Children's welfare and wellbeing: Expected standard
  • Leadership and governance: Expected standard
  • Safeguarding standards met

Source: Ofsted, inspection on 13 March 2026. Contains public sector information licensed under the Open Government Licence v3.0.

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.

What Ofsted found in each area

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.

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.

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.

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.

What the setting must and should do next

The provider should:

  • 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.

Ofsted's words, from the report on the inspection on 13 March 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.

Inspection history

  • 13 March 2026: Full inspection, report card: Expected standard in 6

Ofsted report cards (England, from November 2025)

Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.

The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.

Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.

Source: Ofsted reports

Funded childcare hours in England

All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.

Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.

Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.

The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.

Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)

Other nurseries nearby

  • A Star Kids Nursery - Pre-school, Ilford IG3 9AA, ages 2 to 4, 33 places, 0.2 miles
    Ofsted, 23 September 2022: Good overall; safeguarding is effective
  • Cambridge Day Nursery Ltd - Day nursery, Ilford IG3 8LU, ages 1 to 5, 36 places, 0.3 miles
    Ofsted, 27 September 2024: Good overall; safeguarding is effective
  • First Day Nursery Green Lane - Day nursery, Ilford IG3 9LH, 58 places, 0.4 miles
  • First Day Nursery Green Lane 2 - Day nursery, Ilford IG3 9LH, 30 places, 0.4 miles
  • Lietutis Day Nursery Ltd. - Day nursery, Ilford IG3 8LQ, ages 1 to 4, 45 places, 0.4 miles
    Ofsted, 30 November 2022: Good overall; safeguarding is effective

Schools nearby

Tots and Tweenies Limited on the Ofsted website