Station House Nursery

Station House Nursery
Unique reference number (URN): 2860978
Address: Orckid Design & Marketing Ltd, The Old Station, Moor Lane, Staines-upon-thames, TW18 4BB
Type: Childcare on non-domestic premises
Registered with Ofsted: 22/09/2025
Registers: EYR, CCR
Registered person: Tinies U.K. Limited
Inspection report: 11 September 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
Typically, children make steady progress from their starting points and develop the
knowledge they need for future learning, including children with special educational needs
and/or disabilities. Children develop their language and communication skills. Babies babble
and wiggle their bodies to familiar nursery rhymes. Older children are articulate and have
meaningful conversations as they play. Children demonstrate their mathematical knowledge
as they count in their play. They develop their awareness of size and space as they create
bridges to climb from the crates and wooden panels. Children develop their physical skills
and have plenty of opportunities to practise using both their small and large muscles. They
balance and learn to ride small bikes. Children scoop gulp with their hands and use spoons
to create mixtures from water and cornflour.
Children are becoming increasingly independent in their self-care skills and generally
understand the routines of the nursery. They wash their hands before and after mealtimes
and ensure they have regular drinks of water. Older children confidently serve their food and
pour their own drinks, this helps them develop healthy habits for later life. Children are
growing in confidence and ready for their next stage of education.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff generally create a calm environment, where children are settled and enjoy
their learning. Children learn to be kind and considerate. For instance, they set their friend's
mealtime place in readiness to sit for lunch. Staff take the time to get to know the children
and their families. This helps staff follow babies' care and sleep routines from home. Staff
are responsive to new starters needs, this helps children settle in their new environment.
Children generally understand the routines of the nursery. Older children know what is
expected of them at mealtimes as they wash their hands and help set the table. However, at
times, particularly during transitions in the younger rooms, children are less clear about
expectations. For example, when lunch routines take longer to organise, some children
continue to play and are unsure whether to wash their hands to prepare for mealtimes. This
can lead to moments of disorganisation. However, children typically respond positively once
routines are re-established and expectations are clarified.
Leaders monitor children's attendance and share their expectations with parents. This helps
keep children safe and also supports children in readiness for their eventual move to school.
Children's welfare and wellbeing Expected standard
Leaders have created a nurturing and welcoming nursery for all children, including those
who face barriers to learning. Staff have a secure understanding of the key-person approach
and how this supports children's emotional wellbeing. They are kind and warm in their
interactions. Staff quickly recognise when younger children need time to regulate their

emotions. They ensure they spend time with their key children and are close by, particularly
when new children start at the nursery. This helps babies and children feel safe and secure.
Children learn breathing techniques as part of their daily activities, this helps them develop
strategies to self-regulate, if they become a little overwhelmed. Staff help children to learn to
share and talk about how others may feel. This helps children develop an understanding of
their emotions and those of others.
Leaders promote children's physical development to build on their next steps of learning.
Staff help babies to learn to pull themselves up, developing their core strengthen for later
walking. Older children develop their hand muscles for later writing as they paint on large
easels. Children who require additional support, including those with special educational
needs and/or disabilities, typically receive individualised approaches to meet their individual
needs.
Curriculum and teaching Expected standard
Leaders provide a broad curriculum that fosters children's learning and development across
all areas of learning. Staff typically use observations of children's learning to plan for
children's next steps. Mostly, staff adapt their teaching to meet children's individual needs,
including those with special educational needs and/or disabilities or children who may face
barriers to their learning.
Staff support children's communication and language well. They encourage children to
choose their favourite stories to read, and younger children develop their vocabulary as staff
narrate alongside their play, as they learn how to care for the baby dolls. Older children are
articulate in their speech and talk confidently as they develop their conversations with staff.
Staff generally use interactions well to support children's learning. In some planned
activities, they use questioning to extend children's learning. However, this quality of
interaction is not always consistent across the nursery. As a result, at times, some staff do
not consistently maximise opportunities to deepen and extend children's learning further.
Children develop their counting throughout their play. Staff extend this to when children
access the outdoor environment as they count how many pretend fish they have caught in
their small nets. Staff ensure children have daily access to develop their physical skills and
further their knowledge of the benefits of healthy foods.
Inclusion Expected standard
Leaders and staff typically include all children, including those who face barriers to their
learning and those with special educational needs and/or disabilities. They work alongside
parents and external agencies to identify appropriate support. This ensures that children
generally access an inclusive learning environment.
Leaders have support plans in place that are regularly reviewed to ensure they are the right
targets for each child. This generally helps to improve the outcomes for all children through
early intervention and reducing barriers to their learning. Although staff know the children
well they do not consistently use identified strategies to help children build on what they can

do and already know. This means children do not have targeted leaning in place to continue
their learning and development.
Leaders use a step-by-step approach and know how to access any funding children may be
eligible for and how it will be utilised to have the most impact in response to children's
individual development and learning needs. For example, leaders have identified training for
staff to develop their skills in sign language. Leaders demonstrates a clear commitment to
creating an inclusive environment for all children to develop their skills in readiness for their
eventual move to school.
Leadership and governance Expected standard
Leaders maintain a clear focus on communication and language and inclusion in the
nursery. They are highly reflective and committed to ensuring that all children access a
curriculum that is ambitious and broad. Leaders ensure that children who need support are
swiftly identified, including those with special educational needs and/or disabilities. Staff
typically plan effectively for children's learning and development needs. However, the
strategies staff use to support children's next steps in learning are sometimes inconsistent in
children's play.
Leaders prioritise staff's wellbeing by providing staff with professional development
opportunities that help them to develop their practice. They ensure that any staff who are
training have additional time to complete course work. Leaders are aware of how staff can
become overwhelmed with assessments and paperwork. They ensure that they have
regular feedback meetings and supervision to identify any concerns. As a result, staff report
feeling supported and confident in their roles. Leaders plan training to keep staff up to date
with mandatory changes in the early years foundation stage. For example, staff have
recently reviewed their understanding of safer sleeping practice. This helps keep children
safe.
Leaders have developed secure relationships with parents. Parents praise all staff for the
care they provide to their children. They comment on how their children have quickly settled
in the nursery and that the regular communication helps them to support their children's
learning at home.

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
What it's like to be a child at this setting
Children are happy and settled in this warm and friendly nursery. Babies separate from their
parents with ease as they are met in the morning by their familiar person. From the outset,
staff take the time to get to know the children and their families. As such, babies benefit from
their care routines that are the same at home. Staff ensure that children have their
comforters nearby when they are settling in, if needed. They are responsive and sensitive to
the needs of the children they care for. As such, children demonstrate that they feel safe and
secure.
Babies show curiosity as they crawl and explore the well-planned sensory environment, as
they reach out and grasp various items. Older children skilfully build an obstacle course from
crates and wooden planks. They work together with their friend as they carry the items and
problem solve where to place the items. Children are developing their muscle groups for
later learning and are making early friendships as they play. Children thoroughly enjoy
creating mud cakes as they mix and transfer soil in a mud kitchen. They develop their
imaginations in their play and early mathematics as they predict and count how many more
scoops they need for their recipe.
Typically all children, including children with special educational needs and/or disabilities,
make progress in their learning and development. Babies repeat simple sounds and wiggle
to familiar songs, toddler learn new words as they care and feed their dolls, older children
have ongoing conversations with the staff, who narrate as they play. Across the nursery,
children show a love of stories. Children are becoming confident communicators.

Inspector:
Kelly Lane
About this setting
Unique reference number (URN): 2860978
Address:
Orckid Design & Marketing Ltd
Children behave well. They play alongside each other and are kind at mealtimes. Older
children help set the dinner table for their friends and pour their water. Younger children
mostly benefit from the daily routines that support their growing independence. They know
to wash their hands before mealtimes, and babies are learning to feed themselves. This
helps children gain their confidence in their own skills.
Children feel valued at this nursery. They often invite staff into their play, who praise children
for their achievements. This helps children to feel valued and supports their wellbeing. All
children typically develop the knowledge, skills and independence they need for the next
stage in their learning.
Leaders promote attendance effectively and help families understand the importance of
being ready to learn each day. This promotes positive working relationships with parents,
when children start at the nursery.
Next steps
Leaders should strengthen transitions at mealtimes so they are consistently well
organised, so that children benefit from the planned learning at these times.
Leaders should develop staff's skills and knowledge to enable them to all consistently
implement identified strategies to further support children's learning and development, in
particular children who may face barriers to their learning.
About this inspection
The inspector spoke with leaders, staff, children and parents 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.

The Old Station, Moor Lane
Staines-upon-thames
TW18 4BB
Type: Childcare on non-domestic premises
Registration date: 22/09/2025
Registered person: Tinies U.K. Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Surrey
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 11 September 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
125
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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