Twinnie Day Nursery

Twinnie Day Nursery
Unique reference number (URN): EY455796
Address: Abbey Road, Belvedere, Kent, DA17 5DE
Type: Childcare on non-domestic premises
Registered with Ofsted: 14/01/2013
Registers: EYR, CCR, VCR
Registered person: Twinnie Day Nursery Ltd
Inspection report: 8 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.

Expected standard
Achievement Expected standard
Children, including those with special educational needs and/or disabilities, are making
progress from their starting points. Children of all ages demonstrate their independence and
self-help skills. They choose resources, make choices and manage tasks like feeding,
toileting and handwashing.
All children express their needs and develop their communication skills appropriately. They
use new vocabulary and put words together to make longer sentences. Children
demonstrate their language skills confidently as they talk with others. They enjoy singing
and sharing stories.
Children develop their concentration appropriately and show a positive attitude to their
learning. Older children build models and compare them to pictures of different structures
around the world. They proudly talk to staff about what they have made. Younger children
develop their senses as they explore different textures in sensory play. Children develop the
skills they need for their next stage of learning and subsequent move on to school.
Inclusion Expected standard
Leaders and staff provide an inclusive environment where they welcome and support
children with special educational needs and/or disabilities (SEND), those known (or
previously known) to children's social care and those who face other barriers to their
learning. Staff complete progress checks for children between the ages of two-and-three
years old. They use observations and assessments to help them identify gaps in individual
children's learning or development. They quickly provide any extra support that may be
needed to help children make the best possible progress.
Some staff complete training on supporting children with SEND. This knowledge ensures
they make referrals in a timely manner and work in partnerships with other professionals to
help children meet their targets. Leaders use additional funding to purchase resources and
provide focused, personalised support for children with SEND to develop their knowledge
and skills further. For example, staff encourage their language skills and build on their
vocabulary and pronunciation. As a result, children with SEND are gaining confidence in
communicating and developing their friendships. Staff in pre-school have reorganised
resources to make additional space to support activities for children with SEND. This
successfully promotes inclusion.

Needs attention
Behaviour, attitudes and establishing routines Needs attention
Routines and interactions for babies are not yet fully established or consistent to ensure
they begin to understand what is expected of them and recognise what is happening next.
For example, staff tell babies it is time to tidy-up but do not follow this routine through
effectively. Staff respond to unwanted behaviour such as babies throwing toys or food by
using phrases like 'no, thank you'. When these behaviours continue, staff do not act to help
babies understand expectations for behaviour. Staff praise babies when they follow simple
instructions or join in with action rhymes.
Staff encourage children to use good manners and repeat 'please' and 'thank you' as they
extend their sentences. Children of all ages are given gentle reminders when needed to
share resources and take turns with their friends. Older children behave well, supported by
staff who use effective strategies to promote positive attitudes. Routines in the pre-school
room are established, and children know what is expected of them. They listen well and help
with tasks like tidying away their toys and serving their lunches. Staff give praise and
encouragement which builds children's confidence and self-esteem.
Leaders work with families to promote punctuality and attendance. This ensures children
benefit from their time at the nursery and extend their learning and experiences.
Children's welfare and wellbeing Needs attention
Staff do not consistently follow procedures regarding safer eating to ensure babies food is
prepared appropriately for their age and stage of development. This breach in requirements
does not ensure babies are kept safe from potential choking hazards. Staff do not prioritise
safety when lifting babies. They do not follow safe lifting techniques to ensure the safety and
wellbeing of babies is maintained effectively.
The key-person system has been addressed since the previous inspection and is now
working well. All children form strong attachments, and staff are attentive to their needs as
they provide cuddles and offer reassurance when needed. Children learn about their
emotions and feelings of others. Individual care plans are in place for children with special
educational needs and/or disabilities. This ensures staff tailor support to meet their needs
effectively and gives them a sense of belonging.
Staff use opportunities to teach children about the importance of healthy lifestyles and
following good hygiene routines, which includes cleaning their teeth. Children engage in
regular exercise to support their physical skills and emotional wellbeing. Babies are
supervised appropriately when sleeping, and staff follow safer sleep procedures.
Curriculum and teaching Needs attention
The design and implementation of the curriculum is inconsistent across the nursery. For
example, staff do not consistently build on what they want younger children to know and
learn next. Some activities are planned following children's interests, but the curriculum does

not support babies' development of skills and knowledge, particularly for outdoor
opportunities.
Staff engage with children as they select resources and initiate conversations. Staff prioritise
children's communication and language. Across the provision, staff introduce new
vocabulary, repeat words and encourage back and forth interactions. Children are
encouraged to speak clearly and extend their sentences. This enables children to make their
needs known and become confident communicators. Staff position themselves appropriately
to give additional support to children with special educational needs and/or disabilities.
Children demonstrate their knowledge of mathematics as they count, sing number songs,
and name shapes. They learn about capacity and size as they build with blocks and play
with water. Staff promote children's physical skills as they encourage babies to crawl
through tunnels and develop their balance. Older children develop their physical skills as
they participate in activities, including football, gymnastics and nature walks. Staff support
children to develop their social skills as they work together with their peers to solve
problems.
Leadership and governance Needs attention
Leaders do not monitor staff practice effectively to ensure policies and procedures are being
followed correctly. Any weakness in practice is not identified swiftly enough. This is
particularly evident regarding following guidance on food safety for young children and
assessing staffs' knowledge and understanding of safe-handling techniques when lifting and
moving babies.
Leaders have worked closely with the local authority to prioritise and resolve areas for
development. They have addressed previous actions from the last inspection which has
improved the key-person system and the administration of medication. Leaders meet with
staff regularly and receive feedback which supports them to understand their roles and
responsibilities. Staff say they feel supported by leaders regarding their wellbeing and
managing their workload. They access some professional learning to improve their
knowledge and skills.
Leaders establish partnerships with other professionals and with parents. Leaders
encourage parents to be involved with their children's learning and support them to extend
their children's development at home. Leaders promote a positive culture of inclusion and
ensure all children, including those with special educational needs and/or disabilities are
supported in their care and education in preparation for school.

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
Children are happy to attend this friendly and welcoming nursery. They build strong
attachments with their key staff, who are attentive to their changing needs and support them
to settle. This helps children to feel safe and secure. Children are encouraged to be
independent and try tasks for themselves. For example, they attempt to blow their own
noses, wash their hands and brush their teeth, which builds foundations for good hygiene
routines.

All children, including those with special educational needs and/or disabilities, and those
with barriers to their learning, typically enjoy a range of resources and activities to support
their learning and development. Older children demonstrate their thinking-skills as they
identify a leak in the water tray and problem-solve to fix the issue. The curriculum for older
children is sequenced and builds on what children need to know next. This is inconsistent
for the younger children and babies, where their learning is incidental rather than focused on
supporting their individual learning needs. This means that younger children do not have
opportunities to build on their existing knowledge and skills effectively.
Staff do not consistently carry babies correctly when they pick them up to transport them in
a buggy to move to the garden area. Staff provide children with healthy snacks and meals
and they teach children about the importance of a balanced diet. Staff in the baby room do
not follow guidelines for food safety to ensure food is cut into appropriately sized pieces to
avoid choking.
Children benefit from a range of physical activities to develop their balance and
coordination. For example, they use apparatus and climb along tyres and crates. Staff
promote children's social skills as they play games with them and encourage them to take
turns and share resources. Staff engage with children as they play, and this promotes their
communication and language development. Children are confident communicators and
develop friendships. Leaders promote regular attendance to support children's foundations
for future learning.
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following actions by the assigned date:
Action Completion Date
ensure that staff know how to safely prepare food to
prevent the risk of choking
09/05/2026
ensure all staff know how to safely lift and carry babies 09/05/2026
ensure staff practice is consistent and in line with
policies and procedures, and take prompt action to
address weaknesses and facilitate improvement
09/05/2026
embed the curriculum so that the learning and
development needs of younger children and babies are
consistently met
30/06/2026

Inspector:
Helen Craig
About this setting
Unique reference number (URN): EY455796
Address:
Abbey Road
Belvedere
Kent
DA17 5DE
Type: Childcare on non-domestic premises
Registration date: 14/01/2013
Registered person: Twinnie Day Nursery Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Bexley
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 8 April 2026
Children numbers
About this inspection
The inspector spoke with leaders, staff, parents and children during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2026 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.

Age range of children at the time of inspection
0 to 4
Total number of places
40
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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