Totally Kidz Day Nursery LTD
Totally Kidz Day Nursery LTD is a day nursery in London for children aged 1 to 4, with 40 registered places. Ofsted report card, 4 December 2025: Strong standard in 4 areas, Expected standard in 2 areas; safeguarding standards met.
13 Borthwick Street, London, SE8 3GH
Key facts
- Type
- Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
- Ages
- 1 to 4 (Ofsted childcare register, as at 30 June 2026)
- Registered places
- 40 (Ofsted childcare register, as at 30 June 2026)
- Registered
- 15 February 2023 (Ofsted childcare register, as at 30 June 2026)
Opening hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30
Source: Ofsted report, inspection on 4 December 2025
Who runs it
Totally Kidz Day Nursery LTD is run by Totally Kidz Day Nursery Limited (Ofsted register).
Latest inspection
- Inclusion: Strong standard
- Curriculum and teaching: Expected standard
- Achievement: Expected standard
- Behaviour, attitudes and establishing routines: Strong standard
- Children's welfare and wellbeing: Strong standard
- Leadership and governance: Strong standard
- Safeguarding standards met
Source: Ofsted, inspection on 4 December 2025. Contains public sector information licensed under the Open Government Licence v3.0.
What it's like to be a child at this setting
Children make progress with their learning and development given their starting points. They arrive excited to start their learning at the nursery. Children are happy and settle quickly. They build strong bonds with staff and their peers. Children are confident learners and readily share their experiences and what is happening next. Their learning experiences take account of their individual starting points and learning styles.
Children who speak English as an additional language develop confidence as they learn key words to help them communicate and feel included. Children learn about British values and develop an understanding of the different countries they come from and the importance of respecting each other's differences. This helps children to develop a sense of belonging. Children enjoy opportunities to celebrate diversity in the nursery. Throughout activities, children experience effective questioning and a language-rich environment that supports their learning.
Children thrive in a safe learning environment. They learn how to keep themselves safe through daily routines and outings. Children recall what they have learned about road safety and stranger danger when visiting local play areas. They stop to look and listen before crossing roads and move safely around the play areas, for example by not walking in front of the swings when they are being used.
What Ofsted found in each area
Inclusion: Strong standard
Leaders and staff work together to identify promptly when children require extra help and support. They work closely with parents and other agencies to put appropriate support in place and reduce barriers to children's learning. Leaders and staff work closely together to assess children's starting points and next steps. They review the impact of activities and consider how activities can be adapted in order to meet children's individual needs.
Although leaders currently do not receive any additional funding for children, they continue to review children's needs and what they can do to adapt to meet these. Leaders and staff are fully aware of children's barriers. They are aware of barriers to children's physical development for all children who attend and successfully plan daily outings to local parks to support these children.
Staff work closely with parents to support children who speak English as an additional language. They gather key words and carry out cultural activities with children. They teach children about different festivals and celebrations that their peers experience at home. Staff are also mindful of children who are not able to celebrate certain festivals and adapt successfully so they can still learn and promote British values.
Curriculum and teaching: Expected standard
Staff provide a broad range of activities that support children's learning and development. Staff have a clear understanding of adapting activities to support children's learning further. Older children enjoy exploring ice and 'snow' play. They learn to add water using pipettes to melt the ice to rescue toys frozen inside. Staff adapt activities by asking what else could melt and remove the ice, and children explore using tools, such as hammers, to break the ice.
Staff and leaders are aware of what they wish to work on with children and how to achieve appropriate outcomes. All children have access to a curriculum that supports their learning and development. Staff adapt activities to enable children of different abilities to take part and make progress. For example, during outings, staff adapt their questioning when talking with younger children so that they are able to respond.
During tidy-up time, staff do not always place as much value on everyday work as they do on focus activities. Staff suggest that children throw their work in the bin instead of asking if they wish to keep it. This does not consistently support children's emotional development.
Achievement: Expected standard
Children are prepared for their next stage of learning. They make progress with their learning and development. Some children need additional support to help them make progress. Children experience a language-rich learning environment and are confident with their communication. Children readily discuss what they are doing and recall what they have learned.
Children who face barriers to learning are supported through partnership work with parents so that they can make progress from their starting points. Children are well prepared for transitions to the next stage of their learning and development. Younger children are learning how to dress and undress and about using the potty. This supports their personal and social development. Older children self-serve their own meals and are starting to recognise written print. They also participate in activities to extend their small-muscle development further, supporting emerging literacy skills.
However, children do not yet consistently show confidence in valuing and taking pride in their own learning outcomes, which means their learning is not fully embedded over time.
Behaviour, attitudes and establishing routines: Strong standard
Leaders and staff have developed a culture of respect between all ages of children. Staff talk calmly to children and are consistent in their approach to behaviour management. Children work very well together, and older children are mindful of younger children, especially when on outings. Older children take time to help younger children, for example when crossing the road. Children work together to dry the resources before they use them.
Routines are well established and fully understood by the children. Children are skilled at remembering to wash their hands after visiting the bathroom and before meals. Children also develop their own self-help skills, such as wiping their own nose and face.
Staff and children have strong bonds, which helps staff understand children's individual needs. Children confidently seek reassurance from familiar adults, especially after waking from naps. Once children are ready, staff adapt activities to support them to play and learn. For example, when a child was not ready to join the group activity, staff adapted this so the child could use their own resources and continue to develop small-muscle skills.
Children's welfare and wellbeing: Strong standard
Children understand how to keep themselves and each other safe. They can identify when certain foods must not be eaten and explain what can happen if this is not followed. This helps to keep children safe from harm and ensures that peers help to keep their friends safe.
Well-established routines are in place to teach children about their own health and wellbeing. Children enjoy having salads and vegetables with meals, discussing the effects on their bodies of having these. Children regularly make healthy choices, which supports their health. Younger children have their wellbeing supported through close partnership working with parents to support sleep and bottle routines.
Daily trips to local play areas allow children of all ages to extend their physical development further. Staff are fully aware of barriers children have to physical development and ensure that opportunities to support them are part of daily routines. Leaders work closely with parents to review attendance and support them with any barriers that prevent children attending. They give suggestions on supporting sleep routines at home to help children to be well rested for their day.
Leadership and governance: Strong standard
Leaders have worked effectively to make improvements over time. They have met previously identified actions. Leaders evaluate the practice in the setting well. They can clearly identify areas to develop and appropriate training for staff. Recent training has helped staff with curriculum planning and the care of babies and toddlers. This has had a positive impact on the quality of care and learning for children.
Leaders have implemented wellbeing breaks for staff during the day. This allows staff to take breaks when needed and helps to reduce stress. Parents report positive relationships with staff and leaders. Parents explain how leaders work closely with them to support children to settle and help them address any concerns at home. They describe how leaders take time to work with them to support changes, such as during potty training or concerns over mealtimes. Parents say this helps them feel reassured about the care and learning their children receive.
Leaders work closely with parents to support and guide them through referrals and gaining extra help and support for their children with early concerns related to special educational needs and/or disabilities.
What the setting must and should do next
The provider should:
- Leaders should support staff to further nurture children's self-esteem and taking pride in their own work.
Ofsted's words, from the report on the inspection on 4 December 2025. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.
Inspection history
- 4 December 2025: Full inspection, report card: Strong standard in 4, Expected standard in 2
- 10 June 2025: Full inspection, Inadequate (report)
Ofsted report cards (England, from November 2025)
Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.
The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.
Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.
Source: Ofsted reports
Funded childcare hours in England
All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.
Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.
Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.
The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.
Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)
Other nurseries nearby
- Bree's Little Stars Nursery and Preschool - Day nursery, London SE8 3EG, 60 places, 0.3 miles
- Kush Montessori - Day nursery, London SE8 3PR, ages 1 to 4, 30 places, 0.3 milesOfsted, 27 January 2022: Good overall; safeguarding is effective
- Indo-Chinese Little Rainbow Day Nursery - Day nursery, London SE8 5LW, ages 0 to 4, 60 places, 0.3 milesOfsted, 28 June 2024: Outstanding overall; safeguarding is effective
- Bunny Hop Day Nursery - Day nursery, Deptford SE8 5TW, ages 2 to 4, 24 places, 0.3 milesOfsted, 7 May 2025: Good overall; safeguarding is effective
- The Ark Children Centre - Day nursery, Deptford SE8 5RB, ages 1 to 4, 27 places, 0.4 milesOfsted, 9 February 2024: Good overall; safeguarding is effective
Schools nearby
- Rachel McMillan Nursery School and Children's Centre - Nursery, 0.3 miles
- Grinling Gibbons Primary School - Primary, 0.3 miles
- Harbinger Primary School - Primary, 0.4 miles
- Clyde Nursery School. - Nursery, 0.4 miles
- St Joseph's Catholic Primary School - Primary, 0.4 miles