Towers Tiny Tots Pre-School

A community-hall pre-school with emotional wellbeing as its strongest inspection area: Towers Tiny Tots Pre-School combines play for children aged 2 to 4 with a term-time rhythm at Goat Lees Community Hall in Kennington, Ashford. This is a pack-away setting, with learning taking place indoors and outside rather than in the separate day nursery run by the same organisation.

At its 26 March 2026 inspection, Ofsted judged children’s welfare and wellbeing Strong standard, the other assessed areas Expected standard, and safeguarding standards met. Those area judgements give parents a more useful picture than a single headline: care is the strongest element, while participation by quieter children needs further work.

Morning, afternoon and full-day attendance sit within opening hours of 9am to 3.30pm, Monday to Friday. The pre-school operates for 38 weeks, making its calendar an important part of the decision for working families.

Learning and Activities

The early years foundation stage provides the framework for learning through play, with experiences supporting children’s development across its areas of learning. Individual observations and planning help shape activities around each child rather than treating the group as a single learning stage.

In March 2026, familiar playthings were used to introduce counting and extend vocabulary. Practitioners adjusted the arrangement of the environment each day around children’s needs. That makes the physical setup part of teaching: a favourite toy can provide a starting point for an activity rather than simply occupy a child.

Mathematical ideas also appeared in construction and outdoor play. During March 2026, children compared sizes using foam bricks and toy animals, while puzzles gave staff opportunities to work alongside them. These are concrete ways to bring number and comparison into play, rather than reserve them for a separate lesson.

Stories offered opportunities to predict events and exchange ideas. The limitation was participation: in March 2026, some less confident children had fewer chances to contribute during group experiences. The next step was targeted support for practitioners to draw quieter children into these activities. Parents should weigh that alongside the attention given to communication elsewhere in the day.

Outdoor and Community Life

Indoor and outdoor environments both support the pre-school’s play-based offer. In March 2026, outdoor experiences included investigating water and bubbles, searching through soil for animals, and practising balance. Craft work included using scissors, bringing hand control into creative activities.

Trips to the nearby park were also part of the March 2026 picture, giving children opportunities to run and climb beyond the setting. The appeal is straightforward: physical activity takes several forms, from balancing during play to larger movements in the park. These are inspection-time examples of the day, rather than a fixed weekly timetable.

Relationships and Communication

At the March 2026 inspection, Ofsted found secure relationships with staff, settling arrangements adapted to families’ circumstances, positive developmental progress and individual SEND support involving other professionals. These findings connect the care and learning: understanding a child’s circumstances helps staff choose how to settle them and how to support their next steps.

During March 2026, family support included exchanges of toys and books, guidance towards food banks and parent sessions. Informal drop-ins gave parents opportunities to discuss development after families requested this format. Communication was therefore practical as well as informational, with opportunities to talk about learning at home.

Everyday independence featured in the same period. Children practised pouring drinks, handling cutlery and washing their hands before eating. These small routines matter when moving towards school because they let children take more responsibility for ordinary parts of the day.

Inclusion and Wellbeing

The manager’s responsibilities include the SENDCO and safeguarding lead roles. Both responsibilities sit with the manager.

In March 2026, picture prompts helped children understand routines, communication aids supported choices, and signing was used during stories for children with SEND. Staff also worked with families on applications for additional funding and shared developmental next steps with parents. These mechanisms make inclusion tangible: support can involve a resource, a different way to communicate or help obtaining funding.

School transition work in March 2026 included offering to accompany families on school visits and helping them understand the process. This support concerns preparation and information, rather than an admissions advantage.

Sessions and Attendance

The address is Goat Lees Community Hall, Mulberry Chase, Off Trinity Road, Ashford, TN25 4AB. Opening hours are 9am to 3.30pm on weekdays during term time, across 38 weeks of the year.

Paid attendance patterns are a morning session from 9am to noon, an afternoon session from 12.30pm to 3.30pm, and a full day from 9am to 3.30pm. Funded attendance also includes a six-hour session from 9am to 3pm. The distinction between that shorter day and the full day matters when matching collection arrangements to the funded pattern.

Enquiries go to the pre-school team on 01233 647608 or through its contact form. The contact route is separate from the organisation’s full-day nursery, so families should use the Goat Lees pre-school details.

Funding and Paid Extras

The pre-school accepts Free for 2, Universal Free Early Education and Free Early Education for Working Families. These cover eligible two-year-olds’ 15 hours from the term following their second birthday, the universal 15-hour entitlement from the first full term after a child’s third birthday, and eligible working families’ 30 hours for children aged 2, 3 and 4. Funding associated with younger children can be used here from age 2; it does not change the pre-school’s accepted ages.

Delivery follows the term-time calendar. The fully funded patterns are five three-hour sessions for 15 hours, or five six-hour sessions for 30 hours, subject to availability. Additional optional hours, or hours beyond a fully funded pattern, are charged separately; current prices come in the nursery’s written quotation.

Families are asked for a voluntary contribution towards snacks and experiences, including those attending funded sessions. Children accessing free early education are excepted from the deposit charge. The pre-school fees and funding page sets out the attendance and charging arrangements.

Fees are invoiced each term. Absence through illness or holidays does not attract a refund, while an unforeseen closure brings a refund or invoice adjustment for a complete paid session, rather than a partial session.

• Quieter children in groups. The March 2026 improvement point concerned helping less confident children contribute during shared activities. On a visit, ask how practitioners encourage a child who watches before speaking.
• The term-time calendar. Attendance runs across 38 weeks, with mornings, afternoons and full days ending by 3.30pm. Families whose working hours extend beyond this pattern need to assess how it fits their week.
• Funded collection times. The fully funded 30-hour pattern uses five six-hour sessions, with the funded shorter day ending at 3pm. Distinguish this from the 3.30pm full day when agreeing attendance and any additional paid time.

Towers Tiny Tots Pre-School suits families seeking term-time morning sessions, afternoon sessions or a full pre-school day in a community-hall setting. The March 2026 findings give emotional wellbeing a clear lead, supported by practical family contact and individual communication resources. The decision point is equally clear: quieter children’s participation in group activities needs attention. Its combination of session choices and funded patterns is useful, provided the calendar and collection times fit family life.