Lammas Green at Twin Oaks

Lammas Green at Twin Oaks
Unique reference number (URN): 2815688
Address: Twin Oaks Primary School, Scawen Road, London, SE8 5AE
Type: Childcare on non-domestic premises
Registered with Ofsted: 25/11/2024
Registers: EYR
Registered person: Lammas Green Nurseries Limited
Inspection report: 14 July 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.

Strong standard
Expected standard
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff have high expectations of children's behaviour and communicate these
consistently throughout the day. Staff model polite language and regularly encourage
children to use words, such as 'please' and 'thank you' during everyday conversations. As a
result, children interact respectfully with one another and with staff, creating a calm and
welcoming environment where all children, including those with special educational needs
and/or disabilities, confidently join shared play and activities. Staff establish clear routines
and ensure that children know what will happen next. They use visual timetables, regular
reminders and sand timers to prepare children for transitions throughout the day. These
strategies help all children settle into nursery and have a particularly positive impact on
children who speak English as an additional language or require additional reassurance.
Leaders have established an effective key-person system that enables staff to know children
and their families exceptionally well. Children build warm and trusting relationships with their
key persons and actively seek comfort and reassurance from familiar adults. Parents
describe these relationships as a particular strength of the nursery, especially for babies
who develop secure attachments beyond their home environment. As a result, children feel
safe, settled and eager to learn as they confidently engage in a wide range of well-planned
activities.
Leaders monitor attendance consistently and communicate the importance of regular
attendance to families. Consequently, children benefit from continuous learning experiences
and develop the knowledge, skills and routines that prepare them well for their next stage of
learning.
Achievement Expected standard
All children, including those who face barriers to their learning and/or disadvantages, make
suitable progress from their individual starting points. They develop the knowledge, skills
and confidence needed for their next stage of learning. Babies become increasingly
independent as they learn to wash their hands, feed themselves and communicate their
needs with growing confidence. Older children develop positive social skills as they take
turns, listen to one another and support younger children who are still settling by guiding
them to the bathroom and modelling handwashing routines. They develop a sense of
responsibility and confidence through daily-helper roles, such as placing their friends' water
bottles on the lunch table. Children celebrate their achievements with pride during the pre-
school graduation, where they confidently sing familiar songs to their families and receive
certificates recognising their readiness for school. Overall, children become increasingly
confident, independent learners who are well prepared for their next stage of education.

Children's welfare and wellbeing Expected standard
Leaders and staff establish effective hygiene and welfare routines and help children
understand why these are important. Children wash their hands before and after mealtimes
as part of the daily routine. Babies who are standing and walking increasingly wash their
hands independently, by rubbing them together to make bubbles and drying them with a
towel. Older children develop a sense of responsibility as they guide younger children
through the handwashing routine and model good hygiene practices.
Leaders and staff place children's welfare and wellbeing at the centre of everyday practice.
Staff adapt activities thoughtfully so that children, including those with special educational
needs and/or disabilities, and those who face barriers to their learning, can participate
alongside their peers. They respond sensitively to children's emotional needs and help them
to recognise and manage their feelings. For example, when children become upset because
they miss their parents or carers, staff acknowledge their emotions, look at the clock with
them and explain when they will be collected. Children quickly feel reassured and
confidently rejoin their friends.
Leaders provide a healthy and balanced diet and create opportunities for children to learn
about healthy lifestyle choices. Older children serve themselves at mealtimes and
occasionally discuss with staff why different foods help their bodies grow. Babies and older
children extend this learning through role play as staff talk about fruit, vegetables and how to
prepare food safely. Children benefit from daily outdoor play. Babies strengthen their
balance, coordination and large muscles indoors, outdoors and during regular visits to the
local park. Older children have fewer opportunities to develop their large-muscle skills
outdoors.
Curriculum and teaching Expected standard
Leaders have established a curriculum that identifies what they want children to learn and
do, as they prepare for their next stage of learning. They place children's personal, social
and emotional development at the heart of the curriculum, preparing babies for their
transition to the pre-school room and older children for school. Staff plan activities around
children's individual next steps, interests and previous learning experiences. They adapt
activities and resources to meet children's individual needs, enabling all children, including
those with special educational needs and/or disabilities, to participate alongside their peers
and access the curriculum. Staff use monthly themes, such as holidays, to build on
children's experiences. For example, parents provide family photographs from holidays and
outings, which babies explore during morning circle before staff create personalised displays
that help children recognise themselves and their family members.
Babies benefit from a range of sensory experiences, including trays filled with sand, blue-
coloured rice and frozen oobleck cubes that encourage exploration and curiosity. During
singing activities, babies eagerly take turns choosing objects from a song box that match
familiar nursery rhymes. Staff do not consistently adapt the pace of songs and actions to
give all babies sufficient time to process instructions. As a result, some babies do not fully
participate or build on their communication and language skills during these planned-
learning experiences. Staff prioritise children's communication and language through familiar
stories, nursery rhymes, meaningful conversations and the introduction of new vocabulary.

They also promote mathematical learning throughout the day. Older children match numbers
to quantities, prepare pretend birthday cakes by adding the correct number of candles and
use mathematical language during play. Babies count fish in sensory trays and hear
mathematical language, such as 'one more', 'full' and 'all gone', woven naturally into daily
routines.
Inclusion Expected standard
Leaders gather detailed information from parents before children start at the nursery to
understand their interests, routines and any additional support they may require. Staff
assess children from the beginning of their settling-in period to identify starting points,
recognise emerging needs and plan appropriate support. They regularly review children's
progress and adapt strategies to reflect children's changing development and
circumstances. As a result, children, including those with special educational needs and/or
disabilities, and those who face barriers to their learning or wellbeing, receive support that
helps reduce barriers to accessing their educational entitlement.
Staff implement a range of inclusive strategies across the nursery. For example, they
prepare children for transitions by giving a five-minute warning before tidy-up time and
singing a familiar 'tidy-up' song. Staff also use visual timetables and hourglass timers to help
children understand routines and waiting times. Staff have recently completed in-house
Makaton training. The use of Makaton particularly benefits children who communicate non-
verbally or require additional communication support. Some staff have embedded Makaton
signs consistently into daily routines, while others are still incorporating them into their
practice.
Leaders work effectively with parents and external professionals, including social workers,
the nursery group's special educational needs coordinator and receiving schools, to
coordinate support and promote positive outcomes for children who require additional help.
Leadership and governance Expected standard
Leaders have established a welcoming environment where children, parents and staff enjoy
being part of the nursery community. They build positive relationships with families and
actively seek their views, using feedback to help shape and develop the provision. Parents
describe warm and trusting relationships with staff and value the progress their children
make as they prepare for school. Leaders regularly invite families to nursery events,
including pre-school graduation, Christmas celebrations and Mother's Day and Father's Day
activities. Parents receive regular updates about their children's daily experiences through
the nursery app and face-to-face conversations. Staff also share children's next steps,
enabling parents to continue learning at home.
Leaders provide staff with regular opportunities for professional development through online
and in-house training. They ensure that staff complete mandatory training alongside training
that reflects the individual needs of children attending the nursery. Staff demonstrate secure
knowledge of their training and explain how they apply this in their daily practice. Leaders
support staff wellbeing by considering workload, providing regular supervision and valuing
staff's views and professional contributions.

Leaders implement secure recruitment procedures, robust safeguarding arrangements and
regular risk assessments to help ensure children's safety and wellbeing. They evaluate the
quality of the provision, by considering feedback from children, parents and staff when
identifying priorities for improvement. Leaders have identified the need to strengthen support
for children and families who face barriers to engagement, enhance opportunities for
physical development in the outdoor area and continue developing partnership working with
external professionals to further strengthen inclusive practice.
What it's like to be a child at this setting
Children and their families receive a genuine welcome from the moment they arrive.
Children build warm and trusting relationships with their key persons. Babies eagerly seek
comfort in familiar arms after separating from their parents and carers, helping them to settle
quickly and feel safe. Older children confidently join their friends in the monthly-themed
activities, choosing to explore the book corner, sensory play and creative experiences. All
children, including those with special educational needs and/or disabilities (SEND) and
those who face barriers to their learning, make secure progress from their individual starting
points.
Children develop the confidence and independence they need for their next stage of
learning. Babies and older children increasingly manage familiar hygiene routines, feed
themselves or serve their own food and enjoy activities that reflect their interests and
experiences. Family photographs displayed throughout the nursery encourage children to
talk about their families and shared memories, helping them to develop a sense of
belonging. Older children prepare for school through mathematical and early-literacy
activities as they recognise the letters in their names, practise writing and confidently role-
play school using uniforms and book bags. Babies enjoy daily outdoor play, water activities
and planting flowers, where they learn to care for living things while hearing mathematical
language woven naturally into play.
Children benefit from well-established routines that help them understand what happens
next. Visual timetables, sand timers and support from their peers enable all children,
particularly those with SEND and children who speak English as an additional language, to
participate confidently. Older children proudly help younger children during daily routines,
strengthening their social skills and creating an inclusive environment. Children also learn
how to keep themselves safe as they practise using tools, such as scissors, and explore
appropriate risks with the guidance and reassurance of staff.

Inspector:
Annelie Krause
About this setting
Unique reference number (URN): 2815688
Address:
Twin Oaks Primary School
Scawen Road
London
SE8 5AE
Type: Childcare on non-domestic premises
Registration date: 25/11/2024
Registered person: Lammas Green Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Lewisham
Next steps
Leaders should ensure staff consistently implement identified support strategies and
adapt learning experiences to children's individual ages, stages and needs so that all
children can fully participate.
Leaders should enhance the outdoor experiences available to older children so they
consistently develop their core strength and large-muscle skills.
About this inspection
The inspector spoke with the leaders, children, staff, parents and carers 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 14 July 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
25
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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