Kensal House Nursery

Inspection of Kensal House Nursery White Building, 555 Harrow Road, London W10 4RH

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Staff form strong and trusting relationships with children. They create a warm and supportive environment where children feel settled. Children arrive with smiles, eager to explore the engaging activities that staff thoughtfully plan to reflect children's interests. Leaders have high aspirations for all children. The curriculum is carefully structured throughout the nursery. Staff build on children's existing knowledge and abilities. Mealtimes are designed to mimic a restaurant setting, where babies hold their own water beakers and older children pour drinks and scrape their plates independently. This promotes children's growing independence and prepares them with important life skills.

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The provision is good

Staff clearly communicate their expectations to children and explain why certain behaviours are unacceptable. As a result, children exhibit good behaviour, using polite manners and taking turns. They are confident and eager to learn. Staff are positive role models, demonstrating politeness and attentiveness by listening to what children have to say. Children reinforce their understanding by retelling stories through activities that staff plan linked to core texts. Staff also encourage children to recognise potential hazards while assessing the risks on outings, for example during forest school. This helps children to learn how to stay safe. During nappy changing times, staff engage with children warmly, further fostering a sense of safety and security.

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need to do better?

n All children make progress from their starting points in learning. Children who require extra support to close any gaps in their learning benefit from targeted teaching that helps them advance. They develop the necessary skills for the next stage of their education. n The nursery's transition procedures involve close collaboration with parents and carers. Staff support children effectively as they move to the next room based on their age, as well as their eventual transition on to school. n Staff value the support from leaders and feel their views are considered in the nursery's self-evaluation. They also appreciate the tailored opportunities for their professional development, which positively impact children's outcomes. n The dedicated leaders have a clear vision for the nursery and ensure high-quality care and education. Staff collaborate effectively and are clear about the learning goals for children. They observe children closely and plan for their next steps in

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need to do better?

learning. Overall, staff offer activities that capture children's imaginations and engage them well. However, at times, due to large group sizes, some children wait for long periods for interactions from staff. This means that they become disengaged, which can cause them to lose focus and become distracted from the learning activity.

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need to do better?

5 February 2025 n Staff create opportunities for children to take risks in a safe manner. For instance, they encourage children to develop new skills, such as using a knife to cut fruit during snack time. This fosters children's growing independence. n Staff support children's language and communication development effectively by using props, visual aids, actions and signs. They ask questions, give children time to respond and introduce a wide range of vocabulary through core texts and diverse learning activities. n Partnerships with parents are strong. Parents provide positive feedback on the nursery and their children's progress. Staff provide regular updates on their children's development and next steps. Parents value the cultural events the nursery offers that promote their children's positive identities and respect for diversity. n Staff help children to develop mathematical concepts. Younger children learn

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need to do better?

numbers through songs and matching quantities to numerals while exploring shapes. Older children enjoy using measuring tools, such as tape measures and scales, to compare length, weight and height, using terms such as 'heavier'. n Staff plan outings to enhance children's learning. For example, they take children to visit places of worship and local parks where they can run, jump, climb and navigate various terrains. This helps to strengthen children's coordination, balance and physical confidence. n Staff support children to develop healthy attitudes by partnering with parents to ensure that children have access to nutritious meals. They teach children about the difference between healthy and unhealthy foods, discussing the benefits of vegetables, such as carrots, at mealtimes. Children also learn to brush their teeth and lead active lifestyles.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n review group activities to maximise all children's engagement in their learning.

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Setting details

Unique reference number 2706477 Local authority Westminster Inspection number 10368486 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 98 Number of children on roll 98 Name of registered person Kensal House Nursery Limited

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reference number

Telephone number 07585976380 Date of previous inspection Not applicable

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Information about this early years setting

Kensal House Nursery registered in 2022. It is located in the London Borough of Westminster. The nursery is open each weekday, from 7.30am until 6pm, all year round, except for bank holidays. The nursery provides government funded childcare. There are 28 members of staff who work with children. Of these, one member of staff holds qualified teacher status and 16 staff members hold relevant qualifications at level 2 or above.

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Inspection activities

n The managers led the inspector on a learning walk and told the inspector about what they want children to learn at the nursery. n The managers carried out joint observations with the inspector. They looked at how staff teach and what they want children to learn. n Staff, leaders and the managers spoke to the inspector throughout the day. n The inspector reviewed documentation, including evidence of staff's suitability and training. n The inspector spoke with parents and gathered their views about their experiences of the nursery.

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Inspection activities

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.

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Inspection activities

5 February 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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