Wonder Kids Nursery LTD

Wonder Kids Nursery LTD
Unique reference number (URN): 2837581
Address: 26 Main Avenue, Northwood, HA6 2HJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 07/05/2025
Registers: EYR, CCR, VCR
Registered person: Wonder Kids Nursery LTD
Inspection report: 10 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.

Strong standard
Achievement Strong standard
Children make consistent progress from their individual starting points. They are calm,
attentive and develop impressive listening skills. Even younger children recognise familiar
routines and expectations. For example, during group activities, children notice when an
object has fallen or something is missing. They confidently communicate this so that the
activity can continue as they expect.
Children make particularly effective progress in communication and language. Those
children learning more than one language find different ways to express themselves. For
example, younger children who initially communicate through babbling and gestures learn
signs, such as 'more', to clearly express what they want. Children also confidently use
actions alongside language, such as making binoculars with their hands during familiar
songs.
Children with special educational needs and/or disabilities or who face other barriers make
meaningful progress from their starting points. Across the curriculum, children develop broad
knowledge and skills alongside increasing confidence and independence. They are very well
prepared for their next stage of learning, including school.
Children's welfare and wellbeing Strong standard
Leaders and staff place children's welfare and wellbeing at the heart of their work. Staff
know children and their families very well. They respond sensitively when their needs or
circumstances change. Staff thoughtfully adapt care for children who need additional
support. Warm and responsive relationships mean that children feel emotionally secure.
They confidently seek staff for comfort and reassurance. Staff help children to recognise and
express how they feel.
Everyday routines help children to understand how to care for themselves and make healthy
choices. For example, children help to prepare their own snack. They carefully cut fruit and
peel their own satsumas. Staff teach them how to use utensils safely, including keeping
them low and on the chopping board. Children develop independence while learning how to
keep themselves safe.
Personal care is equally positive and nurturing. For example, nappy changing is a relaxed
and happy experience where staff sing and talk with children. Children know what is
happening and receive encouragement to participate in their own care. These sensitive
interactions help children to understand their bodies and recognise what they need to feel
clean and comfortable.
Children benefit from a wide variety of opportunities to be physically active, both outdoors
and on regular walks in the local community. They climb, balance and explore different ways
of moving. For example, children excitedly chase bubbles. They stretch, reach and use their
hands and feet to pop them. Staff make physical activity joyful while encouraging children to

Expected standard
move their bodies safely. These varied experiences develop children's strength, coordination
and physical confidence.
Curriculum and teaching Strong standard
Leaders have designed an ambitious and inclusive curriculum that reflects the ages, stages
and individual needs of the children who attend. Staff know children exceptionally well. They
use what they know about children's development, interests and experiences at home to
decide what to teach next. Assessment is purposeful and helps staff to quickly recognise
where children may need additional help or extension in their learning.
Teaching is consistently of a high quality. Staff understand that every interaction can help
children learn. They encourage children to have a go, persevere and solve problems for
themselves. For example, activities, such as rescuing dolls wrapped in tape, encourage
children to work out how to peel, pull and unravel the tape using their fingers. Staff carefully
judge when to offer a small amount of help and when to step back. Children receive praise
for their efforts and show great delight when they achieve their goal independently.
Staff also respond skilfully to children's curiosity. For example, when children hear unfamiliar
noises outdoors, they stop, listen carefully and try to identify what they can hear. Staff build
on these spontaneous moments to encourage children to notice and explore the world
around them.
Staff weave preparing children for their future throughout the curriculum. For example,
children give out bowls and help to clean tables, while older children are encouraged to
communicate their wants and needs, manage their own clothing and take increasing
responsibility for familiar routines. These experiences build children's knowledge, curiosity,
confidence and independence for their next stage of learning.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff have created a calm and positive environment where children know what
is expected of them. Routines are familiar and predictable, while staff adapt their approach
to children's age, development and individual circumstances. Children respond very well.
They listen carefully, wait patiently and move calmly between different parts of their day.
Staff are warm and positive role models. They teach children to be kind, take turns and care
for others. For example, older children model expectations for younger children by showing
them how to place bowls and cups down, ready for snack. Staff reinforce these moments
with specific praise, helping children to understand why their actions are helpful and kind.
Children play happily together, collaborate well and show genuine care for their friends.
Children develop positive attitudes to learning and take increasing responsibility for familiar
routines. They give out plates, tidy resources and clear away after meals. Children play and
learn happily together. For example, children learn about healthy choices as they work

together to make milkshakes using milk and real fruit. They receive encouragement to
participate, have a go and take pride in doing things for themselves.
Leaders promote regular attendance and promptly follow up unexplained absences.
However, their approach is not yet consistently systematic in anticipating and addressing
potential barriers to attendance, particularly for children who may face disadvantage or other
barriers to their learning and wellbeing. Strengthening this approach would help leaders to
identify potential barriers earlier and provide timely support to help children maintain regular
attendance.
Inclusion Expected standard
Leaders know children and their families well. They identify children's emerging needs and
consider the different barriers that may affect their learning or wellbeing. Staff use their
observations, developmental information and knowledge of each child to adapt experiences
and provide additional support. This helps children to take part and make progress from
their starting points.
Leaders work closely with families and seek advice from external professionals when
needed. For example, leaders adapt their usual settling-in procedures when children may
need additional support. They offer extended settling-in sessions. This helps staff to build a
greater knowledge of children and develop a positive relationship with families before
children start. Leaders use this information to plan suitable support and adaptations.
Leaders understand how disadvantage can create barriers for children. Although no children
currently receive early years pupil premium funding, leaders have previously used this
funding to widen children's experiences. For example, staff make individual plans with
parents and carers and consider how the funding can have the best impact for their child.
Leaders have used funding to enable children to take part in trips and experiences that may
otherwise have been difficult for families to access.
The special educational needs and/or disabilities coordinators work effectively with families,
staff and external professionals to support children with special educational needs and/or
disabilities. Staff receive appropriate support to identify and respond to children's emerging
needs. Typically, staff identify children's emerging needs and adapt their approach
appropriately. Leaders encourage staff to reflect on children's development and seek further
advice when needed. This generally helps staff to provide appropriate support as children's
needs and circumstances change.
Leadership and governance Expected standard
Leaders have a clear understanding of their setting, the families they serve and what they
do well. They are ambitious for children and reflect carefully on where provision can be
improved. As a relatively new setting, leaders have established clear systems and routines
and continue to develop these as the needs of children and families change. Decisions are
centred on children's best interests, including those with special educational needs and/or
disabilities or children who may face barriers to their learning or wellbeing.

Leaders value staff as 'family' and take account of their wellbeing and workload. Regular
supervision sessions, appraisals and informal discussions provide opportunities for staff to
reflect on their work, receive feedback and identify areas for development. Staff speak
positively about the support they receive and work together as a close and supportive team.
Professional development is relevant and supports staff to fulfil their roles effectively.
Leaders use training, quizzes, peer observations and spontaneous questions to check staff's
knowledge and reinforce their expectations. Leaders reflect that they can build on these
effective arrangements by developing an even more systematic approach to continually
refreshing and deepening practitioners' professional knowledge as guidance evolves. For
example, safe-sleep arrangements are appropriate and practitioners have received relevant
information and training. Leaders identified that more regular opportunities to revisit evolving
guidance would further strengthen staff's understanding of the reasons that underpin safe
practice.
Leaders establish positive relationships with parents and carers and external professionals.
Parents particularly value the regular communication and individual attention their families
receive. Leaders seek specialist advice when appropriate and work constructively with
others to ensure that children receive the support they need.
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 arrive at this warm and welcoming setting knowing that staff are genuinely pleased
to see them and ready to help them enjoy their day. They develop warm and trusting
relationships with staff. Children readily seek comfort and reassurance when they need it,
and then confidently return to their play. They learn to be kind to each other, share, take
turns and help their friends. Staff notice these moments and praise children for being
thoughtful and caring.
Children are enthusiastic and engaged in the experiences that staff provide. Staff know what
captures children's interests and use this to encourage them to join in. For example, children
giggle with excitement during familiar group activities, such as 'bucket time'. They eagerly
join in with songs, actions and repeated phrases and wait with anticipation to see what will
happen next. Staff introduce new words, counting and simple ideas, such as 'size' and
'colour'. Younger children join in through sounds and actions. This helps children to develop
their confidence and early communication.
Children benefit from experiences that are matched to their age, interests and stage of
development. For example, staff provide sensory activities using different textures, smells
and tastes. They introduce words, such as 'sour' and 'stir', as children explore lemons, mint
and ginger. Staff adapt activities when children need extra help with their communication,
attention or emotional development. This helps children to make progress from their
individual starting points and take part alongside their friends.
Children become increasingly independent. They help to prepare snacks, pour drinks, tidy
away and make choices for themselves. Children develop the physical skills they need for
later learning through cutting, mark making, using tools, climbing and balancing. They
benefit from walks and outings which provide further opportunities for children to explore
and be active.

Inspector:
Lisa Woo
About this setting
Unique reference number (URN): 2837581
Address:
26 Main Avenue
Northwood
HA6 2HJ
Type: Childcare on non-domestic premises
Registration date: 07/05/2025
Children's home languages, cultures and family experiences are valued. Staff work closely
with families and use what they know about children to help them settle, learn and flourish.
Parents and carers speak very positively about the care their children receive. They
particularly value the close communication with staff and describe how their children have
grown in confidence and communication since attending. Children are safe, well cared for
and increasingly confident and prepared for what comes next.
Next steps
Leaders should ensure practitioners regularly update and deepen their knowledge as
guidance changes, including guidance on safe sleep, so that practice remains current and
consistent.
Leaders should strengthen how they anticipate and address barriers to attendance,
particularly for children who are disadvantaged or may face barriers to their learning and
development.
About this inspection
The inspector spoke with leaders, staff, parents and carers 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.

Registered person: Wonder Kids Nursery LTD
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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 10 September 2026
Children numbers
Age range of children at the time of inspection
1 to 2
Total number of places
40
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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