Twinkle Stars Montessori Nursery

Twinkle Stars Montessori Nursery

Unique reference number (URN): 2809638 Address: St Edmunds Hall, 2 Pinner Road, Northwood, HA6 1QS Type: Childcare on non-domestic premises Registered with Ofsted: 18/09/2024 Registers: EYR, CCR, VCR Registered person: Twinklestars Montessori Nursery Ltd

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

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.

p.1

Achievement Strong standard

Children make excellent progress from their individual starting points across the areas of learning and development. They become increasingly confident, independent and ready for their next stage of learning. Children who are new to English develop their understanding of spoken language and begin to communicate using words and short phrases. Younger children become more independent during everyday routines, while older children develop the early writing and mathematical knowledge their next stage of learning.

p.2

Achievement Strong standard

Children with different starting points achieve well alongside their peers. Children with special educational needs and/or disabilities, those learning English as an additional language make good progress over time. Children develop greater confidence during group activities, sustain their attention for longer and enjoy playing and learning with others. They apply new skills independently during everyday routines, showing that learning has become embedded.

p.2

Achievement Strong standard

Children build their knowledge and skills steadily because practitioners break their learning into small and achievable steps. Children have regular opportunities to practice new skills. For example, children who previously found it difficult to remain with a group now listen attentively and can wait for their turn. Children take part confidently in shared activities and apply these skills during play. Children become increasingly independent at mealtimes as practitioners and parents and carers use consistent strategies to encourage them to feed themselves and try new foods.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders establish consistent routines from the baby room through to pre-school. This helps children to feel safe, develop positive relationships and understand what is expected of them. Practitioners teach these routines explicitly through warm interactions, visual supports, Makaton and positive role modelling. As children become familiar with daily routines, they develop confidence, skills to regulate their feelings and increasingly positive attitudes to learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children move calmly between activities because practitioners prepare them well for change. Babies gradually spend time in older rooms before they move. They join familiar staff and children for play, meals and daily routines. Older children confidently manage routines such as registration, group times, mealtimes, toothbrushing and tidying away because practitioners provide regular opportunities to practise these skills. Children with special educational needs and/or disabilities and those that are facing barriers to their learning and/or wellbeing participate successfully alongside their peers because practitioners adapt routines to meet their individual needs.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children enjoy learning, persevere with activities and show increasing independence throughout the day. They listen attentively during group activities, wait for their turn and confidently follow familiar expectations. These well-established routines and nurturing relationships help children to develop the confidence, resilience and skills they need for their next stage of learning. Leaders promote the importance of regular attendance and work with families to encourage children to attend consistently so they can benefit fully from the curriculum and establish secure routines.

p.2

Children's welfare and wellbeing Strong standard

Leaders place children's health and wellbeing at the centre of nursery life. Children develop healthy habits through everyday experiences. They brush their teeth each day and talk about why this keeps their teeth healthy. During meals and role play, they discuss healthy foods and make choices about what they eat and drink. Children confidently feed themselves, pour their own drinks and manage personal care with increasing independence. Leaders also work sensitively with families to promote healthier packed lunches and positive routines at home.

p.3

Children's welfare and wellbeing Strong standard

Practitioners respond quickly when children's needs or family circumstances change. They work closely with parents and health professionals to adapt care so children continue to thrive. For example, practitioners recognise when children no longer need a daytime sleep and adjust routines to reflect children's changing development. They also implement individual healthcare plans confidently, enabling children with medical needs to participate safely in all aspects of nursery life. Children who need additional support with eating or self- care receive personalised strategies that help them become increasingly independent.

p.3

Children's welfare and wellbeing Strong standard

Children benefit from consistent care that promotes their physical health, emotional wellbeing and independence. Leaders continue to review and refine health and wellbeing initiatives so they can demonstrate the sustained impact these have on children's long-term health, confidence and ability to make healthy choices.

p.3

Curriculum and teaching Strong standard

Leaders have designed an ambitious curriculum that builds children's knowledge and skills in a carefully planned sequence from the baby room through to pre-school. They regularly review the curriculum and provide training to strengthen teaching. For example, leaders recently refined the use of visual supports so practitioners use them more consistently to help children understand routines and communicate confidently.

p.3

Curriculum and teaching Strong standard

Practitioners understand not only what children are learning, but why learning is sequenced in this way. For example, practitioners explain how children first develop mathematical understanding by sorting, matching and comparing colours and sizes. Practitioners build children's mathematical language naturally throughout these experiences, helping children to explain their thinking and solve problems.

p.3

Curriculum and teaching Strong standard

Leaders prioritise children's listening, attention and early communication because these skills underpin learning across the curriculum. Children benefit from frequent opportunities to listen, talk and practise new skills through conversations, routines and play. Practitioners carefully scaffold children's understanding and gradually reduce support as children become more confident and independent. For example, children develop practical life skills by

p.3

Expected standard

pouring drinks, practising with different fastening and tidying away after activities before applying this growing independence across other areas of learning.

p.4

Leadership and governance Strong standard

Leaders have a clear understanding of the nursery's strengths and priorities. They reflect on practice regularly and work with the local authority and other professionals to continue improving the quality of education and care. They have prioritised communication and language, inclusion and children's independence. Leaders ensure these are woven throughout the curriculum from the baby room to pre-school.

p.4

Leadership and governance Strong standard

Leaders invest in staff development and create a culture where practitioners continue to strengthen their expertise. They provide regular coaching, supervision sessions and professional development, enabling staff to complete qualifications and develop their practice. Leaders use training in child development and adult-child interactions to deepen practitioners understanding of how children learn. Regardless of their role or the age of the children they work with, practitioners explain curriculum progression, children's next steps and the purpose behind their teaching with confidence and consistency. They consistently demonstrate this knowledge through high-quality interactions with children throughout the nursery.

p.4

Leadership and governance Strong standard

Leaders build positive relationships with parents and carers, external professionals and the local authority to secure the right support for children and their families. Parents value the communication they receive and feel involved in decisions about their children's learning and development. Leaders' commitment to professional learning and continual reflection creates a consistent approach across the nursery that helps children thrive.

p.4

Leadership and governance Strong standard

Leaders respond sensitively when they become aware of difficulties affecting children and families and demonstrate their commitment to removing barriers and supporting family circumstances. This support is often based on children's individual needs brought directly to their attention. Leaders recognise the need to strengthen arrangements even further, such as by recognising the wider barriers children may face, including financial hardship, or for accessing the local authority's early help offer.

p.4

Leadership and governance Strong standard

Leaders consider staff workload and wellbeing carefully. Staff report that they feel happy, valued and well supported. They benefit from regular supervision, professional training and opportunities to discuss their development. Positive teamwork enables staff to support one another and manage their responsibilities effectively.

p.4

Inclusion Expected standard

Leaders create an inclusive culture. Children with special educational needs and/or disabilities (SEND) and children that are facing barriers to their learning and/or wellbeing take full part in everyday nursery life. Leaders typically identify children's needs early. They use established systems to assess children's needs, plan support, review their progress and work closely with families. Parents and carers describe feeling well informed and actively involved in decisions about their children's development and next steps.

p.4

Inclusion Expected standard

Leaders work closely with speech and language therapists, the local authority SEND team and other agencies to secure the right support for children, including inclusion funding and education, health and care needs assessments where appropriate. Practitioners know children well and adapt their teaching, routines and the environment to reduce barriers to their learning. They use visual supports, consistent routines, sensory experiences and listening and attention activities to help children communicate, join in with their peers and learn successfully.

p.5

Inclusion Expected standard

Children with SEND confidently take part in group activities and daily routines alongside their friends. Practitioners explain children's targets, the strategies they use and the progress children make with confidence. Parents describe noticeable improvements in their children's listening, attention and participation in nursery life.

p.5

Inclusion Expected standard

Practitioners understand children's identified developmental needs and provide effective support for children with SEND. However, they do not yet have a consistently secure understanding of the wider barriers that may affect children's access to learning and wellbeing. Practitioners are also not sufficiently clear about local early help processes. Consequently, children and families may not always receive coordinated support at the earliest opportunity.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.6

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.6

What it's like to be a child at this setting

Children settle quickly into this welcoming nursery because practitioners build warm and trusting relationships with them and their families. Babies confidently seek out familiar adults for reassurance. Children happily move between familiar routines and activities. Children with special educational needs and/or disabilities and those who speak English as an additional language learn, play and take part alongside their friends throughout the day. They join in confidently with routines, group activities and play experiences because practitioners adapt their learning to help them succeed.

p.6

What it's like to be a child at this setting

Children enjoy learning through carefully planned experiences that build on what they already know and can do. Babies delight in joining familiar songs and stories. Toddlers eagerly explore sensory activities and messy play. Older children confidently take on new tasks, such as recognising and writing their names. Adults introduce new learning in small, manageable steps. For example, children first strengthen their hand muscles through activities, such as threading, play dough and finger tracing, before moving on to early writing. Children develop confidence in communicating through everyday conversations and make good progress from their starting points.

p.6

What it's like to be a child at this setting

Children behave well because they understand the nursery's consistent routines and expectations. They confidently join group activities, wait patiently for their turn and increasingly manage everyday tasks independently. Children enjoy serving themselves at mealtimes, clearing away afterwards, washing their hands and taking part in the nursery's toothbrushing routine. These experiences help children to develop confidence, a sense of responsibility and independence.

p.6

What it's like to be a child at this setting

Children feel safe and secure because practitioners know them well and respond sensitively to their individual needs. Practitioners work closely with families and other professionals to reduce barriers to their children's learning and wellbeing. Parents and carers value the regular communication they receive. They appreciate the practical advice and support that

p.6

Address:

St Edmunds Hall 2 Pinner Road Northwood HA6 1QS

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Twinklestars Montessori Nursery Ltd

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 help them to continue children's learning and development at home. As a result, children are happy, confident learners. They develop a deep sense of belonging and flourish within this caring nursery.

p.7

Next steps

Leaders should identify and embed the adaptations that have the greatest impact on all children's achievement, participation and wellbeing.

p.7

About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, children, and parents and carers during the inspection.

p.7

About this 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: Hillingdon

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.8

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9