URN 2809636 · Inspected 2026-05-13 · Published 2026-06-24 · Inspector: Anca Sandu
Twinkle Stars Montessori Nursery Unique reference number (URN): 2809636 Address: Twinkle Stars Montessori Nursery, 11 Hatfield Road, St Albans, AL1 3RR Type: Childcare on non-domestic premises Registered with Ofsted: 19/09/2024 Registers: EYR Registered person: Twinklestars Montessori Nursery Ltd Inspection report: 13 May 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 Overall, children make progress from their starting points across all areas of learning. Any gaps in development are steadily closing. However, there are times when children's learning is not consistently extended. This limits the progress some children make over time. Children develop the key skills needed to move confidently from one stage of education to the next. Children with special educational needs and/or disabilities, as well as children facing other barriers to learning, also make steady progress and meet their targeted next steps in a timely manner. For example, children confidently count in sequence and accurately name colours and shapes. They strengthen their fine motor skills and dexterity through exploring a range of mark-making tools. Children gain a clear understanding of concepts, such as colour mixing, when experimenting with paint. Children show a growing interest in books, independently and in groups. This supports the development of their early reading skills. Children confidently point to favourite characters and make meaningful connections to their own experiences, such as talking about their pets at home. Babies benefit from rich sensory experiences, such as exploring gloop. They develop an understanding of actions, such as 'scooping' and 'filling'. Children also build their concentration as they engage with resources, such as sequin boards. They use their hands to explore and observe the cause and effect of their actions. Behaviour, attitudes and establishing routines Expected standard Staff and leaders maintain high expectations for every child. They foster warm and nurturing relationships. This creates a calm and purposeful environment, where children remain engaged in their learning and play. Staff support children to understand and confidently follow daily routines, helping to promote a sense of security and belonging. However, at times, transitions between routines are not consistently smooth or well organised. This results in unnecessary waiting times for children. For example, children spend extended periods waiting when lining up for outdoor play or preparing for mealtimes. These delays result in children becoming disengaged, restless or less focused. Staff and leaders model positive behaviour effectively. They communicate expectations and boundaries clearly, using language that is appropriate to children's ages and stages of development. As a result, children generally behave well. Staff respond promptly and sensitively to any difficulties, such as when children need support to share resources. Staff gently guide children to take turns and share with their peers, encouraging collaboration to strengthen social relationships. For example, children receive support to work together to build large structures using magnetic blocks. They show consideration for one another and demonstrate a sense of pride and excitement in their shared achievements. Leaders have effective systems in place to monitor children's attendance, including conducting home visits when necessary. They work closely with parents and carers to establish and maintain positive and consistent routines. This supports effective attendance and punctuality. Curriculum and teaching Expected standard Leaders have a clear vision for what they want children to learn. They have designed an inclusive curriculum that, overall, supports all areas of development. The curriculum typically focuses on equipping children with the essential skills and knowledge needed to prepare them for the next stage of their education. Staff carry out regular observations and assessments, using this information to plan purposeful next steps in children's learning. However, there are occasions when staff do not consistently extend children's learning opportunities. For example, when children listen to a story about a cat, staff do not consistently encourage all children to develop their vocabulary. This does not further strengthen children's communication and language skills. Children enjoy engaging in activities that support their mathematical understanding. Staff model and explain how to sort resources to match numerals. Children respond with secure levels of concentration and perseverance as they count wooden blocks accurately. In addition, staff encourage children to use magnetic blocks to build their own structures, while reinforcing their understanding of colours and shapes. To further support children's cognitive development, leaders provide regular opportunities for children to learn another language. Children follow instructions attentively and show enthusiasm as they attempt to repeat Spanish words. Staff promote children's emotional development effectively. For example, babies benefit from warm, comforting and nurturing interactions. This helps them to feel secure and confident to explore their environment independently. Staff also support children's physical development and overall wellbeing by providing regular opportunities for outdoor experiences, such as walks and outings. This contributes to the development of their gross motor skills. Inclusion Expected standard Staff and leaders are experienced and, overall, hold high expectations for all children. They use effective systems to identify children's emerging needs promptly. This includes thorough transition meetings with parents and carers and accurate and ongoing assessments. Staff adapt activities and educational programmes to ensure that they typically meet children's needs quickly and effectively. Staff and leaders demonstrate an appropriate understanding of how to assess children's needs and provide targeted support. They attend regular meetings and take part in focused training to continually strengthen their knowledge and practice. Children with special educational needs and/or disabilities benefit from well-planned intervention strategies that are regularly implemented. For example, staff adapt the environment and plan specific activities to support children who require additional help in developing their gross motor skills, balance and coordination. Needs attention Staff and leaders closely monitor children's progress, offering extra attention to those children that require additional support. They make effective use of additional funding to enhance their provision and practice to improve outcomes. Leaders work very closely with parents and professionals, such as inclusion partners. As this continues to develop, staff receive an appropriate level of support and training. This ensures that children benefit from timely and coordinated support to help remove barriers to learning from the outset. Children's welfare and wellbeing Needs attention While leaders recognise the importance of promoting children's understanding of how to stay safe and healthy, this is not yet embedded consistently in practice. For example, staff do not use mealtimes consistently as opportunities to enhance children's social skills or to develop their understanding of healthy lifestyles. In addition, during walks and outings, staff do not consistently teach children about how to stay safe, such as developing their awareness of road safety. Nevertheless, staff and leaders create a warm and welcoming environment where children feel secure, valued and able to thrive. Children confidently explore the setting, moving between different areas of learning with curiosity and independence. They also benefit from regular walks and outings, which contribute positively to their overall wellbeing. Staff provide meaningful opportunities for children to develop independence and physical skills. For example, children receive encouragement to put on their coats and shoes independently and to wash their hands before mealtimes. Babies benefit from a calm and nurturing environment where they can rest peacefully. Staff demonstrate a clear understanding of safe sleep practices and carry out regular checks to ensure children's safety. Warm and trusting relationships between staff and children are clearly evident. Staff support children to recognise and express their feelings, offering reassurance and guidance when needed. As a result, children develop confidence and an adequate sense of emotional wellbeing. Leadership and governance Needs attention Leaders understand the importance of providing regular, relevant and targeted professional development to enable staff to carry out their roles effectively. However, this is not yet consistently embedded in practice to fully maximise children's outcomes. Leaders have a clear understanding of the setting's strengths and priorities for development. They are ambitious and work relentlessly to provide children with the best possible start to their early education. However, their plans for improvement are not yet embedded in practice, such as developing staff's knowledge and practice. Leaders place a high emphasis on staff wellbeing and professional development. Staff generally benefit from regular supervision meetings, team discussions and access to training opportunities. For example, some staff undertake specialised training to deepen their knowledge and understanding of how to support children with special educational needs and/or disabilities. This helps to improve outcomes for these children. Leaders highlight that they establish positive and effective partnerships with parents and carers and the wider community. They organise inclusive events within the setting, giving parents meaningful opportunities to understand their child's experiences. In addition, leaders work collaboratively with parents. They offer guidance and support to help them become more involved in their child's learning at home. As a result, this proactive and inclusive approach helps to ensure that all children, including those facing barriers to learning, receive appropriate support and make progress. What it's like to be a child at this setting While leaders recognise the importance of ongoing professional development to help staff support children's safety and health, this is not yet consistently reflected in practice. Nevertheless, children are happy at this setting. They arrive smiling, are greeted by supportive and nurturing staff and attend regularly. Children receive support from staff and leaders, who work closely with their parents and carers to ensure that they benefit fully from every learning opportunity. Children enjoy exploring a dynamic and stimulating environment that has been designed to capture children's interests, abilities and learning needs. All children start their day with a staff-guided activity that helps them to feel positive and ready for a day of meaningful learning experiences. They then make independent choices of what they would like to explore next, with warm staff providing sensitive guidance and support. For example, babies enjoy singing their favourite nursery rhymes using appropriate props. They then explore these resources independently before returning them to the box. This supports the development of children's understanding, listening and attention skills. Children with special educational needs and/or disabilities, as well as those facing barriers to learning, are fully included in this purposeful environment. Staff adapt their interactions and activities to ensure that all children can participate, benefit and make progress. For instance, younger children receive gentle support to strengthen their leg muscles in preparation for walking. Staff use effective visual prompts and encouragement. Younger children respond with enthusiasm, motivation and positive attitudes. Children also benefit from a wide range of activities that support their understanding of the world. For example, older children enjoy exploring resources that help consolidate their knowledge of planets, confidently identifying their favourite, such as 'Jupiter'. They demonstrate curiosity and enthusiasm for learning and make typical progress from their starting points. Inspector: Anca Sandu About this setting Unique reference number (URN): 2809636 Address: Twinkle Stars Montessori Nursery Children form warm and positive relationships with caring and attentive staff, who are responsive to their individual needs. They feel safe and secure, behave appropriately and display high levels of energy and enthusiasm. This nurturing environment fosters a positive attitude towards learning and supports the development of emotional resilience. Next steps To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date: Action Completion Date implement a consistent programme of targeted professional development, ensuring that training is applied in practice to improve outcomes for children 19/06/2026 promote and consistently embed children's understanding of how to stay safe and healthy in daily practice to develop their social skills, healthy habits and awareness of safety, including road safety 19/06/2026 About this inspection The inspector spoke with leaders, staff, the special educational needs and/or disabilities coordinator and children 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. 11 Hatfield Road St Albans AL1 3RR Type: Childcare on non-domestic premises Registration date: 19/09/2024 Registered person: Twinklestars Montessori Nursery Ltd Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Hertfordshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 13 May 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 53 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. 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. 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