URN 2834774 · Inspected 2026-09-16 · Published 2026-10-16 · Inspector: Yuko Utsumi
Golden Glitters Child-Centred Nursery Unique reference number (URN): 2834774 Address: Faith Baptist Centre, Tiverton Community Centre, Tiverton Road, London, N15 6RT Type: Childcare on non-domestic premises Registered with Ofsted: 02/05/2025 Registers: EYR Registered person: Golden Glitters Training Nursery and Recruitment Inspection report: 16 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 Children make secure progress from their individual starting points and develop the knowledge and skills they need for their future learning. Children who may face barriers to learning also make progress and develop the confidence to work towards their own milestones. Babies develop whole-body strength as they climb on the soft play. They show resilience when this is challenging and keep trying until they reach the top, proudly smiling at their key person. Older children learn to pedal the tricycle, listening to staff instructions and using their leg strength to practise pedalling. Children of different ages enjoy spending time together and are developing an understanding of how to play cooperatively with others. Older children show patience when playing alongside younger children and recognise that they may need more time. Younger children watch and copy older children, for example kicking a ball, which helps them develop their gross motor skills. These experiences help children develop confidence, independence and positive relationships with others. Behaviour, attitudes and establishing routines Expected standard Leaders and staff have established clear and consistent routines across the setting, which children understand and follow with independence. They are familiar with what is expected and often know what will happen next, supporting calm and smooth transitions throughout the day. For example, children wash their hands when preparing for mealtimes and then independently make their way to the table. Younger children know when it is time to go outside and start finding their shoes when staff announce it is time to go. Staff are positive role models who support children's behaviour and have high expectations of how children behave. Children typically show positive attitudes towards learning and engage well in activities. Staff take children's individual ages and stages of development into account while maintaining these expectations, including for children who may face barriers to their learning. Staff support children to understand safe and appropriate behaviour. For example, when a child entered the sandpit without following the expected way to enter, a staff member calmly explained how to enter safely and what could happen if they did not follow the safety expectations. Children respond well to staff guidance and are supported to make appropriate choices. Children's welfare and wellbeing Expected standard Leaders and staff plan children's settling in carefully, taking time to learn about each child and their individual needs, including those who face barriers to their learning. Staff quickly become familiar with children's routines, preferences and ways of communicating, helping them to feel comfortable and confident in the setting. They respond sensitively to children's cues and provide reassurance when needed. As a result, children settle well and are typically confident and emotionally secure. Children follow good hygiene routines and wash their hands before meals and after using the toilet. They are confident in managing these routines. Staff are aware of children's allergies and dietary needs and communicate effectively to ensure children have their own appropriate packed lunch. Children are supervised throughout mealtimes to help keep them safe. Older children eagerly pour water into their glasses, and when they are hesitant, staff encourage and support them to have a go, promoting independence at mealtimes. Staff also work with parents to promote healthy eating by sharing guidance about suitable lunch box choices and encouraging families to avoid less healthy options. Staff have a clear understanding of safe sleeping practices. They follow established procedures to keep babies safe, including placing them on their backs to sleep and carrying out regular checks. Curriculum and teaching Expected standard Leaders have designed a clear and sequenced curriculum that sets out what children will learn as they progress through the setting. The curriculum is ambitious and supports children's learning and development, preparing them well for their next stage of learning. Staff consider children's individual needs and interests when planning activities, including children facing barriers to learning. For example, children work together to roll a ball down a slide and take turns trying to catch it, developing their social skills, teamwork and empathy. Overall, staff place a clear focus on supporting children's communication and language skills. Younger children enjoy meaningful interactions with staff and enthusiastically join in with making animal sounds. Older children participate actively during circle time, singing familiar rhymes and showing excitement as they take turns choosing objects from a bag. However, staff do not always allow older children sufficient time to think about and respond to questions or comments, which can limit opportunities for children to express their ideas and thoughts. Staff generally support children's mathematical learning through play. For example, younger children are encouraged to count the stars as they print them onto paper, while older children begin to recognise numerals. Staff support children to count objects and match them to the correct numeral, helping children to successfully make these links. Inclusion Expected standard Leaders and staff know children well and create a welcoming environment where each child is valued. They build positive partnerships with parents and carers and share information about children's needs from the start. Parents are kept informed about their children's learning and any additional support they receive. Families value staff's caring and informative communication, particularly during handovers. Leaders and staff use observations and assessments to identify children's emerging needs and interests and plan suitable support. They work closely with external professionals to make sure children's needs are understood and supported, including children with special educational needs and/or disabilities or those who may face barriers to learning. They follow a clear cycle of planning, putting interventions in place and reviewing their impact to ensure these are supporting children to make progress. Children, including those who face barriers to learning, generally follow instructions and routines. Staff generally use strategies such as simple words and actions to support children's communication. They repeat key words and break instructions into smaller steps to help children understand what is being asked of them. Children are given time to explore sensory activities and, when they become overwhelmed, staff support them effectively to regulate with reassurance and using familiar comforters. Leadership and governance Expected standard Leaders typically implement the early years foundation stage statutory requirements effectively. They are passionate about the provision they deliver and have a clear understanding of its strengths and priorities for improvement. Leaders recognise areas of the curriculum and provision that could be strengthened further, such as supporting children's communication and language development, and have plans in place to develop these aspects. Leaders reflect on their practice and respond positively to challenge. They have identified that curriculum implementation would benefit from further development. Staff feel valued and well supported by leaders, who effectively consider their wellbeing and workload. Leaders and staff have a good understanding of the needs of families in the local community and work closely with other professionals, including the local authority, to provide appropriate support. For example, working with the local authority has helped ensure that children and their families understand the importance of toothbrushing. This strengthens the setting's work with families and promotes positive health outcomes for children. Leaders and staff build strong, trusting relationships with parents and work closely with them to support children's learning and development. They keep families informed about children's experiences and activities and provide books and other resources for use at home. This enables parents to build on children's learning and develop their literacy skills beyond the setting. Parents of children who are new to the setting say that their children have settled very well and that their progress is clearly visible. They also say that staff are helpful and approachable. This supports positive relationships between the setting and families. What it's like to be a child at this setting Children receive a warm and welcoming start to their day in this caring and inclusive nursery. They are greeted by familiar staff who know them well and have built positive, trusting relationships with children and their families. As they arrive, they separate from their parents and carers with ease. Staff take time to communicate with families and share relevant information, ensuring that they are aware of anything that may affect a child's wellbeing. Children are familiar with the daily routines and make their way to their rooms on arrival with confidence. They attempt to manage their own belongings, such as taking off their coats and putting their shoes away, showing a growing sense of responsibility and independence. When children find these routines tricky, staff provide calm and reassuring guidance, giving them time to develop their skills and confidence. Leaders monitor children's attendance closely and remain attentive to their welfare and safety. Children form strong and trusting relationships with familiar adults and readily seek comfort and reassurance from them. The key-person system is effective, with staff tuned in to and sensitive to the needs of individual children. Staff respond promptly to babies' non-verbal cues and communication, helping them to feel safe and understood. For example, when a child was asked if they had finished their snack, they blinked and attempted to move the table away, communicating that they had finished. Children make positive progress because their individual needs are recognised and appropriately met. Leaders identify any additional needs at an early stage and work in partnership with parents and relevant professionals to ensure that children receive the right help promptly. Children enjoy playing alongside one another in the safe and well-organised spaces provided. They show enthusiasm for the activities on offer, with some able to remain engaged for extended periods. All children, including those who experience barriers to their learning, develop the knowledge and skills they need for their next stage of learning. Next steps Leaders should develop the curriculum for vocabulary and communication further, to support children in developing their communication and language skills. Leaders should ensure that staff allow older children sufficient time to process questions and comments and give their responses. About this inspection The inspector spoke with leaders, staff, children, parents and the special educational needs coordinator 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 Inspector: Yuko Utsumi About this setting Unique reference number (URN): 2834774 Address: Faith Baptist Centre Tiverton Community Centre, Tiverton Road London N15 6RT Type: Childcare on non-domestic premises Registration date: 02/05/2025 Registered person: Golden Glitters Training Nursery and Recruitment Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00 Local authority: Haringey Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 16 September 2026 Children numbers Age range of children at the time of inspection 1 to 4 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. Total number of places 50 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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