URN 2807912 · Inspected 2026-07-23 · Published 2026-09-08 · Inspector: Nicoleta Spanu
The Nursery at Jack and Jill School Unique reference number (URN): 2807912 Address: Jack & Jill School, 20 First Cross Road, Twickenham, TW2 5QA Type: Childcare on non-domestic premises Registered with Ofsted: 25/11/2024 Registers: EYR Registered person: Jack & Jill School Limited Inspection report: 23 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 Behaviour, attitudes and establishing routines Strong standard Leaders work closely with parents and carers to support punctuality, attendance, settling-in and transitions between rooms. As a result, all children are settled and assured in the nursery. Staff build secure, trusting relationships with all children to support their emotional wellbeing and behaviour. They set clear expectations and maintain a calm environment. As a result, children remain engaged and can follow routines with increased confidence. Babies demonstrate early cooperative skills. For example, they wait for their turn to select resources during group times. Toddlers respond well to prompts, such as 'more please' and 'thank you', showing emerging social understanding. Staff implement consistent routines, such as at tidy-up time, when serving meals and managing children's personal care. For example, even the youngest children have learned to place their used wipes in the bin. This supports children's growing independence. Staff support children to manage transitions and daily expectations effectively. Children show highly positive behaviour and a growing ability to move confidently between routines and activities. Children's welfare and wellbeing Strong standard Leaders prioritise children's welfare and wellbeing. Staff consistently follow nursery procedures to keep children safe. For example, during mealtimes, they increase ratios to ensure that every child's individual needs are met. Children develop secure attitudes towards healthy eating and enjoy fresh, nutritious meals tailored to their dietary requirements. Staff model positive social behaviours, encouraging children to use polite language and helping them form consistent, respectful habits. Staff review practice regularly to ensure children's needs are met effectively. A gradual settling-in process and carefully planned transitions help all children, including those who may be at a disadvantage, feel secure as they move through the nursery. They support children to understand and manage their behaviour and to relate kindly to others. Consistent routines and a gentle, reassuring approach help children feel calm and confident during daily care. This warm, responsive practice fosters trust, emotional security and secure relationships between children and staff. Inclusion Strong standard Leaders have established an inclusive culture in which every child is recognised as an individual and supported to take part fully in the nursery. Staff identify children's needs effectively and take prompt action to meet them. For example, children, including those with special educational needs and/or disabilities, benefit from targeted speech and language strategies that strengthen communication and early literacy. This has a positive impact on children's learning and development and enables them to make steady progress. Leaders work consistently with other professionals to ensure all children receive consistent support. Staff communicate regularly with parents and carers through daily conversations, shared Expected standard updates and parents' evenings. This ensures that parents remain well informed about their children's experiences and progress. Leaders and staff ensure that all children, including those who may face barriers to learning, can participate fully in the setting. Children who speak English as an additional language benefit from consistent repetition of familiar words. Staff learn key words in the children's home language to help them manage daily tasks. This enables the children to engage confidently, build their understanding and become emotionally secure. Staff make thoughtful adaptations to routines and provision, such as by splitting groups when needed to create calmer spaces. This ensures that all children can engage fully in learning opportunities. Although no additional funding is currently received, leaders have a clear understanding of how this might be used to strengthen individual children's needs, for example through purchasing resources or targeted staff professional development. Achievement Expected standard Children generally make steady progress from their individual starting points. They develop key skills to support their future learning. Babies pull themselves up, move along furniture and explore their environment with growing independence. They develop increasing physical confidence and begin to communicate through babbling, gestures and responses to familiar interactions. Toddlers show increasing independence and problem-solving skills as they take part in activities, often wanting to complete tasks by themselves. They demonstrate early social understanding, such as by waiting for their turn and following simple rules during play. Through guided interactions, children begin to share, take turns and build positive relationships with their peers. They also show growing confidence in expressing themselves, for example by asking, 'Can I have a turn?' while waiting to take part in an activity. This helps to highly motivate children to play and learn. Children who speak English as an additional language develop their language and communication skills well. They use words and gestures to express themselves and engage with others. For example, when looking at books, they point to faces that show different feelings. Curriculum and teaching Expected standard Leaders have a clear and accurate understanding of the curriculum. They design the curriculum to be ambitious and accessible for all children, including those with special educational needs and/or disabilities or other barriers to learning. Staff model vocabulary, engage children in meaningful conversations and use stories, songs and discussion to extend learning. Babies are supported to use gestures and single words, while toddlers are encouraged to share information from previous experiences. Staff also promote early mathematical understanding by recognising quantities and using language such as 'more' and 'less', as well as encouraging counting during everyday activities. For example, during cooking experiences, children count how many spoonfuls of cheese they want to add onto their bread. Overall, staff demonstrate a secure knowledge of children's starting points and next steps, and they use this effectively to inform their interactions. However, the curriculum is not yet implemented consistently across the nursery, which at times limits children's learning. For example, during planned experiences, staff do not always consider what opportunities they could offer to extend children's learning further. Teaching is generally effective. Staff ensure that children gain the knowledge and skills needed for their next stage of learning. Children benefit from a wide range of engaging opportunities, including music, French and physical education sessions. These experiences are purposeful and enrich children's engagement, development and understanding of the world. Staff extend children's learning by following their interests. They use books to deepen understanding and prompt children to problem-solve and predict what might happen next. Babies explore paint and sensory materials, while all children are encouraged to ask questions, share real-life experiences and develop positive attitudes towards learning and their environment. Leadership and governance Expected standard Leaders have a secure understanding of the nursery's strengths and priorities for improvement. They reflect on practice through regular discussions with staff and weekly meetings, ensuring that decisions are informed and purposeful. Leaders recognise that their outdoor environment is an area for further improvement. This will support children's physical development and give them richer opportunities to explore the outdoors. Overall, leaders provide staff with support and professional development opportunities. Staff have completed mandatory training, such as safeguarding and paediatric first-aid training. However, leaders have not yet fully considered how to identify staff's individual training needs to help further enhance the quality of the provision. Leaders work hard on designing an ambitious curriculum that offers a broad range of meaningful experiences for all children. However, they do not consistently ensure that staff understand and implement the curriculum. This means that children do not always benefit fully from the intended learning. Leaders prioritise relationships with parents and carers. They set clear expectations and foster a culture of teamwork, trust and continuous improvement that supports children and families. Families value the clear communication during handovers and the supportive approach staff take during transitions. This practice helps to meet the needs of children and their parents. What it's like to be a child at this setting Children feel welcomed in this calm and nurturing nursery. They separate from their parents and carers with ease, demonstrating that they feel settled and secure. Staff know children well and form positive relationships that help them settle quickly. Staff provide regular reassurance and encouragement throughout the day. As a result, children feel valued and safe. Staff effectively support children's communication and language development through stories, songs and rich interactions. They use repetition and clear language to support children's language development. For example, during story time, staff pause to encourage children to complete familiar phrases, such as 'ready, steady…', to which children respond with excitement by shouting 'go'. This shows their growing confidence in communication. Babies confidently join in with familiar songs during circle time. They show clear excitement by smiling and repeating the actions. Toddlers listen attentively to one another when sharing books and engage in meaningful conversations. For example, staff talk with children about familiar experiences, such as trips to the supermarket and what they might want to buy. These strengthen children's understanding of the world and help them make meaningful connections between their everyday lives and their learning. Babies are happy, relaxed and confident as they freely explore the resources available to them. They benefit from a calm environment where they can safely practise crawling, standing and early walking. Babies develop their strength, balance and coordination as they independently climb the ladder and slide down the ramp. This shows growing confidence in their physical skills. Toddlers engage in sensory play experiences that promote early problem-solving and exploration. They experiment with different materials, such as dry pasta, lentils and oats. Staff work closely with parents and other professionals to promote children's wellbeing. This partnership supports children, including those who face barriers to learning, to make progress and feel included in the nursery. As a result, all children, including those with special educational needs and/or disabilities, are supported to participate fully in nursery life and benefit from the opportunities available to them. Leaders promote the importance of regular attendance and punctuality, working closely with parents to establish consistent routines. They communicate clearly about how timely arrivals support children's emotional needs and ensure they can fully participate in learning from the start of the day. This proactive approach helps maintain continuity in children's learning and development. Inspector: Nicoleta Spanu About this setting Unique reference number (URN): 2807912 Address: Jack & Jill School 20 First Cross Road Twickenham TW2 5QA Type: Childcare on non-domestic premises Registration date: 25/11/2024 Registered person: Jack & Jill School Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00 Local authority: Richmond Upon Thames Next steps Leaders should assist staff in understanding how to effectively plan and implement an ambitious curriculum that maximises children's learning. Leaders should assess staff supervision to identify training needs and provide targeted support, enhancing the quality of practice. About this inspection The inspector spoke with leaders, staff 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. Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 23 July 2026 Children numbers Age range of children at the time of inspection 1 to 1 Total number of places 30 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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