URN EY425249 · Inspected 2026-03-05 · Published 2026-05-12 · Inspector: Lisa Gadsby
Kindred Whitton Nursery and Pre-School Unique reference number (URN): EY425249 Address: Willowdene Close, Whitton, Twickenham, Middlesex, TW2 7BD Type: Childcare on non-domestic premises Registered with Ofsted: 11/04/2011 Registers: EYR, CCR Registered person: Whitton Day Nursery Limited Inspection report: 5 March 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 have established calm and consistent routines that help children understand what is expected of them. Staff use gentle, positive language to support children in understanding what is happening now and what will happen next. They ensure that transitions between activities are smooth and promote emotional wellbeing. Leaders implement robust procedures for monitoring attendance and work closely with parents to build positive habits that will support children throughout their education. They identify and respond to risks associated with non attendance, particularly for vulnerable children. Children consistently behave well. Staff provide extremely clear and consistent guidance, and embed a warm, positive culture that helps children recognise how their actions affect others. For example, when children find turn taking or communication with others difficult, staff respond promptly and offer simple explanations and guidance to support them. Staff skilfully develop nurturing and respectful relationships with babies and children. They model kindness in every interaction, which contributes to children's sense of connection and belonging. Staff consistently share the rules with children and offer explicit praise when children remain on task. This helps children make positive behaviour choices. This positive behaviour is acknowledged thoughtfully, with children helped to understand exactly what they have done well. Small group learning further supports children in building friendships and developing empathy. For example, staff model to children how to share out resources in order to play cooperatively in the home corner role play with their peers. Inclusion Strong standard Leaders ensure an extremely inclusive approach across the provision. They provide regular and high quality opportunities to ensure staff are appropriately trained to implement an ambitious and inclusive curriculum. This promotes the learning and development of all children. Leaders develop highly effective professional relationships with both parents and external agencies. This contributes positively to a cohesive approach that supports children with special educational needs and disabilities to make rapid progress and fulfil their potential. Leaders ensure a thorough induction when children first start attending. This helps staff to confidently identify and assess children's individual needs. Through sensitive discussion with parents, staff implement an impactful six-week review process to decide how best to plan for children's learning. Skilful observation and monitoring impact positively on planned interventions. This supports staff to identify and plan precisely for children's next steps, which they then skilfully weave into daily activities and experiences. For example, staff consistently use simple sign language to support non-verbal children communicate effectively, and build relationships with their peers. Leaders are clear about how they use additional funding to support children who may experience barriers to their learning. They collaborate with children's key-people to discuss how best to provide support. This helps to address any learning gaps based on children's individual learning preferences and motivations. Leaders have recently set up a lending Expected standard library at the request of parents to foster children's love of books and stories and extend their early literacy skills. Achievement Expected standard Children make steady and secure progress from their individual starting points, supported by clear next steps that reflect their interests and learning needs. Across the setting, children enjoy songs and stories that nurture an early love of reading and strengthen their communication skills. Small group story times help them to build confidence in speaking and listening and develop early friendships. Children select the resources they'd like to play with and engage in decision making such as choosing the book of the week. Children with special educational needs and/or disabilities and those facing barriers to their learning achieve well as they access a curriculum that reflects their needs. Across the setting, children typically develop the attitudes, confidence and skills across all areas of learning that they need to thrive and feel well prepared for the next stage in their learning journey. Children's welfare and wellbeing Expected standard Leaders support staff to understand the importance of positive relationships that support babies and children to develop a sense of belonging and connection. Staff prioritise attachment, particularly for babies, and this is evident in the warm, responsive interactions between staff and children. Care routines such as sleeping and mealtimes are sensitively managed and tailored to each child by their key person. Staff are respectful of children's privacy and dignity, for example, ensuring that babies know when they are going to have their nappies changed or their noses wiped. However, as yet, babies are not consistently supported to develop their growing self care skills during hand washing routines. This means that babies are not consistently taught the independence skills they need to develop their foundational understanding of good hygiene practices. Children with special educational needs and/or disabilities benefit from high expectations and well structured routines that promote their independence appropriately. Older children demonstrate a strong awareness of their own health and safety, for example, they confidently explain how they keep outdoor play spaces safe by removing obstacles. Staff closely supervise adventurous play, offering encouragement which helps children develop their resilience. Across the nursery, staff support children to recognise and express their feelings, by consistently using emotional language and stories to deepen understanding. For example, they encourage children to talk about how characters in books may be feeling. Curriculum and teaching Expected standard Leaders have designed and embedded an ambitious and aspirational curriculum that reflects the skills and knowledge that children need to be successful and confident across all areas of learning. The curriculum is flexible, and staff take into account children's physical and emotional wellbeing in their planning. They promote physical development by ensuring that children experience physical challenges as they use large apparatus in the outdoor play space. This helps build their confidence and resilience as they persevere in active play. Staff skilfully adapt their teaching interactions to contribute positively to the steady progress that children with special educational needs and/or disabilities make. For example, they respond positively to children's non-verbal communication, such as eye gaze, pointing, and simple signing. Staff use children's interests to engage them in play. For example, they support babies to use their senses to explore different textures with small-world farm animals as they show interest in different animal sounds. Staff model exploring the straw and cornflour gloop, to encourage babies to have a go at new experiences. This helps to build strength in the small muscles in their hands as babies scoop and squeeze. Overall, staff support children's communication and language skills effectively. They use repetition and rhyme, number songs and familiar stories to help extend children's mathematical knowledge and language. Staff typically use open-ended questions and ensure children have sufficient time to develop their thoughts and ideas. Although on occasions, staff do not maximise opportunities for children to hear relevant and descriptive language in the context of play. For example, staff do not consistently introduce or reiterate descriptive words to extend children's understanding of volcanos as they build models using sand and water. Leadership and governance Expected standard There have been changes to the management of the setting since the previous inspection. Nursery leaders now work in close partnership with senior leaders across the wider organisation. They share that they benefit from a supportive and collaborative approach to leading and managing. Staff members benefit from a comprehensive training programme that helps to drive professional development across the provision. This includes developing staff knowledge of how best to support children with special educational needs and/or disabilities. Leaders have a clear vision for the setting. They work together to consistently evaluate the provision on offer to children and identify strengths and areas for development. Leaders use this information to form an ongoing action plan to drive improvement across the setting. Leaders consistently engage in discussions with staff and parents in order to purposefully involve them in decision making to prioritise children's needs, particularly those with special educational needs and/or disabilities (SEND) or other barriers to their learning. Staff report high levels of wellbeing. They share that supervision sessions and regular 'check ins' with leaders help them to manage their workload and identify opportunities for professional development. Regular staff meetings contribute to positive communication and shared goals and priorities across the setting. Staff state that they feel 'listened to' and that their thoughts and ideas are valued by leaders. Leaders develop positive working relationships with other settings that children move onto. They share professional information in a way that supports smoother transitions for children. Close partnership working with external agencies impacts positively on the outcomes of children with SEND. 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 enjoy their time in this warm and welcoming setting. Leaders and staff work in close partnership with parents and spend time getting to know children when they first start attending. They then use this knowledge to ensure they meet the unique needs of babies and children. Children with special educational needs and/or disabilities thrive in this inclusive setting, where individuality is celebrated and underpins teaching and learning. Robust and sensitive induction procedures which involve the parents, help all babies and children develop feelings of emotional security. This sense of belonging enables children to access the well-sequenced curriculum and engage in the broad learning experiences on offer. Children benefit from carefully planned experiences that target next steps in their learning, helping them make sound progress from their starting points. Children delight in spending time in the outdoor learning space. They explore in all weathers, which extends their knowledge and understanding of the world around them. Children develop their gross motor skills and confidence in movement as they explore the expansive sand area, mark-making on the floor and walls, and climbing and sliding on the play equipment. These experiences encourage children to learn about and manage their risks. Children benefit from spontaneous, enthusiastic storytelling and singing, which promote their communication. Younger children join in with words and actions as staff joyfully share books with them. In comparison, older children delight in participating with familiar phrases from their favourite tales, such as huffing and puffing during the story of the three little pigs. Inspector: Lisa Gadsby About this setting Unique reference number (URN): EY425249 Address: Willowdene Close Whitton Twickenham Middlesex TW2 7BD Overall, staff support children to become confident communicators. This could be extended even further through consistent use of descriptive language as children engage in exploratory play, for example, when building a volcano. Children develop social skills and engage in lively interactions with their peers as they play. Staff model how to take turns, play together, and make friends, which supports children to reflect these behaviours as they follow their helpful lead. Children respond positively to humour as staff engage them in funny stories and jolly interactions. This contributes to a lively and harmonious atmosphere across the setting. Next steps Leaders should support staff to consistently model descriptive language to extend children's vocabulary even further and ensure highly quality teaching is firmly embedded. Leaders should review the handwashing arrangements for babies to develop and embed good hygiene practices for the future and increase their independence. About this inspection The inspector spoke with leaders, practitioners, special educational needs co-ordinator and sought the views of parents 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. Type: Childcare on non-domestic premises Registration date: 11/04/2011 Registered person: Whitton Day Nursery Limited Register(s): EYR, CCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Richmond Upon Thames Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 5 March 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 41 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. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. 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