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
Inspection report: 2 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
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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

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

Inspector:
Joanna Moran
About this setting
Unique reference number (URN): 2809638
Address:
St Edmunds Hall
2 Pinner Road
Northwood
HA6 1QS
Type: Childcare on non-domestic premises
Registration date: 18/09/2024
Registered person: Twinklestars Montessori Nursery Ltd
Register(s): EYR, CCR, VCR
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.
Next steps
Leaders should identify and embed the adaptations that have the greatest impact on all
children's achievement, participation and wellbeing.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
children, and 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.

Local authority: Hillingdon
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 2 July 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
65
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.

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