Windsor Kindergarten is a nursery in Twickenham celebrating nearly 30 years of providing learning and flexible childcare to both pre-school and school age children and are proud to be rated Outstanding by Ofsted. The nursery is located close to the river in historic Church Street in central Twickenham. It is near Twickenham Station and close to many bus routes which serve the surrounding areas of Richmond, Twickenham, Teddington, Kew and Kingston.
The nursery is owned and overseen by a very experienced Qualified Early Years Teacher who was also a former Ofsted Inspector, Early Years Assessor and Early Years Consultant for London Borough of Ealing. The staff team are highly qualified and experienced, many of whom have been teaching at the Kindergarten for over 10 years. We exceed staff to child ratios as outlined by Ofsted. Weekly music and Gymboree sessions are on offer which are led by specialist teachers.
The Kindergarten aims to offer children an exciting and stimulating learning environment where they are encouraged to learn through a range of child-initiated and adult led activities. Good use is made of the outdoor learning environment where children have free access to a wide range of outdoor equipment to explore and develop their physical skills. The Kindergarten is ideally located for trips and outings to the river, park and within the local community.
Parents and carers are invited to play an active role in this important stage of their child’s development and the Kindergarten prides itself on the close relationship it has with all their families.
Windsor Kindergarten is a pre-school, breakfast and after school club offering drop off and pick up service from St. Mary’s Infant and Junior sites.
We are located in
St Mary’s Church Hall,
and is open for 38 weeks a year from 9.00am to 6.15pm
We offer 15 to 30 hours funding for eligible 3 and 4 years. Childcare Vouchers are accepted.
Rated Outstanding Ofsted 2016
The owner and managers make sure that all staff have excellent current knowledge and skills to support children’s learning and development. Children benefit from innovative experiences that meet their needs extremely well.
The environment is extremely inviting and productive. Resources are particularly stimulating and readily accessible to children. Children have many opportunities to take control and make independent choices about their learning.
There are highly successful strategies to engage parents and others in the children’s learning. Staff share inspirational activities and ideas, such as through workshops about the curriculum and managing behaviour, and run practical sessions like making dough, to encourage children’s learning. Children benefit from consistent learning experiences.
The staff form very secure attachments with the children. They make excellent assessments of children’s development, such as by using information from parents through home visits and talking to the children to see what interests them.
Managers seek continuous improvement. They use reflections on practice and feedback from staff, other professionals, parents and children to review the provision. They focus improvements on providing resources and experiences to enhance children’s learning.
Staff know children’s starting points and rapidly identify when children need additional support to help them catch up. Gaps in children’s learning close swiftly.
We have an experienced Early Years team who have excellent current knowledge and skills to support children’s learning and development. Children benefit from innovative experiences that meet their needs.
We engage parents and others in the children’s learning and the team share inspirational activities and ideas with them regularly via an online ‘Tapestry’ system. There are also workshops on offer for parents who may need support with their children’s learning and development, for example in areas such as behaviour management and the Early Years Foundation Stage (EYFS). Children benefit daily from contributing to the planning and activities on offer, creating a consistent learning approach.
Our team forms very secure attachments with the children, creating a ‘home from home’ experience and use the information from parents gathered through home visits and our settling in process to communicate with families and children to see what interests them. We know children’s starting points and rapidly identify when they may need additional support to help them reach the targets set out in the Early Years Foundation Stage curriculum.
We seek continuous improvement and use reflections on practice and feedback from the team, other professionals, parents and children to review our provision. We focus improvements on providing resources and experiences to enhance children’s learning.