Twisty Tails Nursery (Stanmore) Ltd

Twisty Tails Nursery (Stanmore) Ltd
Unique reference number (URN): 2712464
Address: 69 Elm Park, Stanmore, HA7 4AU
Type: Childcare on non-domestic premises
Registered with Ofsted: 24/01/2023
Registers: EYR
Registered person: Twisty Tails Nursery (Stanmore) Ltd
Inspection report: 13 April 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 appropriate progress from their starting points across the areas of learning.
Babies and toddlers develop early communication and language skills, progressing from
single words to simple phrases through consistent modelling and interaction. Toddlers
demonstrate emerging mathematical understanding, such as counting and recognising
patterns during practical activities. Older children build on prior learning across the
curriculum. For example, they recall what plants need to grow and use specific vocabulary,
such as 'scaly' and 'camouflage', when describing dinosaurs.
Children with special educational needs and/or disabilities make steady progress due to
targeted support. They develop increasing confidence, follow simple instructions and begin
to use words to communicate and engage in group activities.
Overall, children develop key skills needed for the next stage in their learning, including
language, independence and knowledge of the world. However, progress is not consistently
maximised, as activities are not always precisely adapted to extend all children's learning.
Behaviour, attitudes and establishing routines Expected standard
Overall, leaders establish clear routines and expectations that support children's sense of
stability and wellbeing. These are implemented across the setting and help children
understand what is expected of them. Children follow daily routines, such as independently
accessing tissues, checking mirrors and washing their hands, demonstrating growing
independence.
Children develop positive relationships with staff, who provide reassurance and guidance.
For example, during a shopping role-play activity, children take turns as a shopkeeper and
customer, exchanging items and play money while using simple language to communicate.
This supports cooperation and developing social interaction skills. Staff support children with
special educational needs and/or disabilities (SEND) through consistent routines and visual
supports, enabling them to participate alongside their peers.
Children demonstrate positive attitudes to learning and sustain engagement in sensory and
creative experiences. Leaders promote attendance, punctuality and engagement through
consistent routines and effective communication with parents.
However, expectations are not consistently reinforced. For example, during food preparation
activities involving safety knives and wooden skewers, staff do not always revisit guidance
or support children to manage risks safely. As a result, children do not consistently develop
a secure understanding of boundaries. Children behave appropriately. Inclusive practice
supports children with SEND, including calming areas and resources that help children
regulate their emotions and engage in learning.

Children's welfare and wellbeing Expected standard
Leaders ensure that children's welfare and wellbeing are supported through secure routines
and responsive care. A carefully planned settling-in process, tailored to individual needs,
helps children to build trust and feel emotionally secure. Leaders monitor practice to ensure
that care routines are implemented consistently across the setting.
Staff know children well and implement consistent care practices that support their health
and development. For example, babies use steps to reach higher sinks, and older children
independently manage hygiene routines, such as handwashing, and engage in
toothbrushing activities that promote understanding of healthy lifestyles, including oral health
and nutrition.
Children are generally supervised appropriately, and staff demonstrate a clear awareness of
safety procedures. The environment is organised to promote independence, with accessible
resources and opportunities for children to explore and take appropriate risks. However,
staff do not consistently support children to understand how to use equipment safely and
manage risks effectively during some activities.
Inclusive practice ensures that children with special educational needs and/or disabilities
and those who may face other barriers to their learning are helped to feel secure and
participate fully in routines. Children generally develop an understanding of how to keep
themselves safe, although this is not always consistently embedded during some activities.
Overall, children feel safe and secure, and their welfare and wellbeing are supported
effectively.
Curriculum and teaching Expected standard
Leaders have developed a curriculum that prioritises communication and language,
personal development and school readiness. They have a clear understanding of what
children need to learn and organise the curriculum to provide a broad range of experiences
that build on children's interests and support progression over time. For example, sensory
exploration with natural materials for younger children, alongside planting and role play
linked to real-life contexts such as oral health for older children, help children make
meaningful connections in their learning.
Overall, staff implement the curriculum with increasing consistency. Teaching is purposeful
and supports children to develop knowledge and skills. For instance, during an oral health
activity, children use real toothbrushes and are introduced to vocabulary such as 'cavities',
while in a planting activity they explore what plants need to grow and use measuring jugs to
develop early mathematical understanding.
Staff adapt their teaching to support children with special educational needs and/or
disabilities through simplified language, visual prompts and modelling. However, activities
are not consistently matched to children's starting points. At times, questioning focuses more
on confident children, limiting engagement for less confident children. Opportunities to
reinforce the safe use of tools are also not consistently embedded.

Leaders are strengthening practice through training and monitoring, although this is not yet
fully embedded.
Inclusion Expected standard
Leaders identify children's needs accurately and at an early stage, including those with
special educational needs and/or disabilities (SEND) and those who may face other barriers
to their learning and wellbeing. They gather detailed information from parents and use this,
alongside ongoing assessment, to shape provision. Staff use a range of strategies, including
visual prompts, objects of reference and 'now and next' boards, to help children understand
routines and access learning. However, these approaches are not yet used consistently to
ensure that all children can participate fully.
Leaders ensure that children with SEND are supported to access the curriculum through
appropriate adaptations. Staff adjust their interactions, for example, by using simplified
language, repetition and visual cues. This enables children to engage in activities and learn
alongside their peers. Leaders work in partnership with external professionals, including
speech and language therapists and local authority services, to implement consistent
approaches and support children's development over time.
Leaders understand the needs of disadvantaged children and take steps to reduce barriers.
They promote an inclusive environment where children and families feel that they belong.
The curriculum reflects children's backgrounds and experiences, and partnerships with
parents are used effectively to support continuity of care and learning. However, adaptations
in teaching are not applied consistently, and not all children are supported to engage fully in
activities.
Leadership and governance Expected standard
Leaders demonstrate a clear and accurate understanding of the setting's strengths and
priorities. Since the previous inspection, they have taken appropriate action to improve
provision, including introducing regular supervision, daily learning walks and more focused
professional development. As a result, staff have a clearer understanding of the curriculum
and increased confidence in delivering learning experiences.
Leaders provide effective oversight and monitor practice regularly, using this to inform
improvements and identify priorities. For example, neurodiversity training has strengthened
staff understanding of children's individual needs, supporting more inclusive practice. Staff
recognise differences in behaviour, communication and sensory needs, particularly for
children with special educational needs and/or disabilities (SEND), using simpler language,
visual supports and structured routines. Hygiene practices have also improved, with more
consistent reinforcement of handwashing routines.
Governance arrangements ensure that statutory requirements are met. Recruitment
procedures are implemented effectively, with clear systems in place to check staff suitability
and maintain compliant practice. Leaders prioritise staff wellbeing and workload through
offering coaching, regular supervision meetings with staff and ongoing support. Staff report
feeling supported and confident in their roles.

Partnerships with parents are positive. Leaders seek parents' views and provide
opportunities for involvement, including curriculum evenings. Food-tasting sessions help
parents understand healthy meals and how nutritious food can be prepared without excess
salt or sugar. They also work effectively with external professionals to support children with
SEND.
Leaders recognise that, while improvements have been made, there remains some variation
in how consistently staff apply agreed approaches, and they are taking steps to address
this.
What it's like to be a child at this setting
Children are welcomed into a warm and inclusive environment where they form secure and
trusting relationships with staff. Children who initially find separation difficult settle quickly
and begin to explore the environment with increasing confidence, engaging in sensory play
using herbs, citrus fruits and natural materials. Babies and children feel safe and secure,
supported by consistent routines and nurturing interactions.
Children enjoy a range of meaningful experiences that connect learning to the world around
them. They take part in activities such as Spanish sessions, music and movement sessions
and visits within the local community. These experiences support children's curiosity and
enthusiasm for learning.
Children show sustained engagement in their play. For example, they explore farm animals,
make sounds and match figures during songs. They take part in activities such as making
fruit kebabs, where they discuss taste, texture and shape. Through these experiences,
children begin to develop early mathematical understanding, such as counting and
recognising patterns. Children develop their communication skills as staff model and extend
vocabulary during a tooth brushing activity, learning new words such as 'unhealthy', 'healthy'
and 'cavities.' Children begin to express their ideas and engage in simple conversations.
Children learn alongside their peers and develop positive relationships. Children with special
educational needs and/or disabilities are supported to participate in group activities and
follow simple instructions. They demonstrate increasing confidence and inclusion within the
setting.
Children are supported to understand routines that promote their health and safety, including
handwashing and oral hygiene. In the main, through daily experiences and interactions,
children begin to develop an awareness of keeping themselves safe. Overall, children make

Inspector:
Anahita Aderianwalla
About this setting
Unique reference number (URN): 2712464
Address:
69 Elm Park
Stanmore
HA7 4AU
Type: Childcare on non-domestic premises
steady progress from their starting points. Children and their families are warmly welcomed
into the setting, where respectful partnerships are prioritised. Leaders and staff actively
value families' contributions, recognising them as key partners in children's learning and
development.
Next steps
Leaders should support staff to strengthen how they teach children about clear
boundaries and how to manage risks safely, particularly when using age-appropriate
utensils and equipment, such as safety knives during activities.
Leaders should strengthen staff's understanding of how to plan and deliver activities
matched to children's starting points, interests and learning needs to help them make the
progress they are capable of.
Leaders should strengthen staff's ability to respond in the moment, extend children's
thinking and ensure quieter and less confident children are consistently included and
supported to participate.
About this inspection
The inspector spoke with the nominated individual, leaders and staff 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.

Registration date: 24/01/2023
Registered person: Twisty Tails Nursery (Stanmore) Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Harrow
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 13 April 2026
Children numbers
Age range of children at the time of inspection
1 to 4
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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