Twinkle Toes Daycare

A private outdoor play area used daily and learning broken into small, individual steps give Twinkle Toes Daycare its practical character. At 5 Sebert Road in Forest Gate, the emphasis is on helping children try things for themselves, express an opinion and build the skills they will need for their next stage. Independence runs through the offer.

Ofsted rated the nursery Good at its 13 February 2025 inspection. Its capacity is 30 children, with a current age range of 3–60 months. These are whole-setting figures, rather than the size of an individual room or daily group.

Opening hours are 8am to 6pm on weekdays, across 51 weeks of the year. For parents, the combination of outdoor access, personalised learning and a weekday opening window is the central practical proposition.

Learning and Activities

The early years foundation stage is the framework for children's learning, development and care, bringing together communication, physical development and learning through play. Development Matters, the non-statutory guidance used here, helps staff plan around how young children develop. The curriculum starts with each child's existing skills and breaks the next steps into manageable pieces.

Play carries that work. Children are encouraged to attempt activities, explore questions and share their ideas, with adults supporting their learning through conversation and interaction. Learning to communicate a need sits alongside learning to do something independently. That gives self-care a place within the curriculum, rather than treating it simply as a routine between activities.

In February 2025, toddlers explored a bear-hunt story through small figures and natural objects. Handling different textures gave them something concrete to connect with the book, while remembering its events encouraged them to use its vocabulary. This is a useful example of how one interest can link stories, talk and exploration.

Older children used magnetic tiles to investigate shape and measurement in February 2025, explaining how triangles could form a roof. Adults extended the activity with questions and challenges. The mathematics was attached to something children were making, giving them a reason to explain their thinking rather than simply name a shape.

Outdoor and Community Life

Daily access to the nursery's private play area makes outdoor time part of the routine. Indoors, rooms are organised into different activity areas intended to support exploration and increasing independence. These arrangements give children spaces in which to make choices and practise everyday tasks.

In February 2025, children helped decide the theme for an outdoor role-play area and selected artwork for the wow work boards. Their opinions influenced the spaces they used. Choosing what to display offered a concrete way to recognise their work and give them a say in nursery life.

Relationships and Communication

The curriculum begins with building a bond and understanding the individual child before planning their learning. That sequence matters: the relationship and the child's starting point shape what comes next, rather than every child following identical steps.

In February 2025, staff worked with families on everyday difficulties, including reluctance to brush teeth. A song became part of the toothbrushing routine to encourage participation. The example connects support at nursery with something parents were trying to establish at home.

School preparation also involved practical independence in February 2025. Older children practised managing coats and shoes themselves. These are small tasks with a clear purpose: helping children take greater responsibility for their own personal care as they move towards school.

Inclusion and Wellbeing

At the February 2025 inspection, Ofsted found safeguarding effective and judged that targeted support, developed with families and other professionals, helped children with SEND make good progress. The current team structure includes an assistant SENDco role and a practitioner role covering SEN support. These are identifiable points of support within the staffing structure.

Emotional understanding was the improvement priority in February 2025. Staff helped resolve disagreements and used timers to support sharing, but did not consistently help children recognise their feelings and express them constructively. The distinction matters: settling an immediate dispute and helping a child learn to manage the next one are different tasks.

Safer recruitment checks and paediatric first aid training form part of the nursery's staff arrangements. These describe procedures and training; the dated safeguarding judgement above is the assessment of effectiveness.

Sessions and Attendance

Twinkle Toes Daycare is at 5 Sebert Road, London, E7 0NG. It opens Monday to Friday, 8am to 6pm, for 51 weeks each year. Closures include bank holidays and one week at Christmas, so the annual pattern needs to fit a family's holiday cover as well as its ordinary working week.

Enquiries can be made through the contact form, by telephone on 0203 737 7556 or by email at info@twinkletoesnursery.com. The opening window describes when the nursery operates.

Funding and Paid Extras

Funded childcare is accepted through the 15/30 hours entitlements, including 30 hours funding for working parents with children aged 9 months and over. Participation in funding should be kept separate from a family's individual eligibility and chosen attendance pattern.

Breakfast, snacks, lunch and tea are offered as meal options. Current prices come in the nursery's written quotation.

• Starting age. The current age range is 3–60 months, while the nursery welcomes children from 9 months onwards. If an earlier start matters, ask at a visit whether a place can begin before 9 months.
• Learning about feelings. The February 2025 improvement priority concerned helping children understand and manage emotions. At a visit, ask how staff now help a child name a feeling and work through a disagreement.
• Funding and daily costs. Funded childcare and meal options are both offered. Ask for a written quotation showing the attendance pattern, how funded hours are allocated, and the treatment of meals and consumables.

Twinkle Toes suits families seeking play-based learning, daily outdoor access and an emphasis on children's growing independence within weekday opening hours. Development Matters provides the planning guidance; individual learning steps give that planning a practical form.

The February 2025 Good judgement supports that picture, while emotional understanding remains the specific point to explore. For parents, the strongest fit is with an approach that connects talk, making, choices and self-care, rather than treating preparation for school as a separate activity.