Parsons House Nursery

Inspection of Parsons House Nursery 11 Heathmans Road, LONDON SW6 4TJ

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Inspection date: 16 December 2024 - 10 February 2025

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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 Inadequate

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The provision is good

Children are happy to come to nursery. They arrive to a warm welcome from staff, who are kind and nurturing. Children feel safe and secure as staff take time to establish warm and positive relationships with children and their families. Children often check in with staff during the day for a cuddle of reassurance before going back to their play. Staff are positive role models who talk to children throughout the day and model expectations. Children learn about their feelings and emotions from a young age. For example, when settling disputes, staff encourage children to think about alternative solutions. Children say that they can use the sand timer to wait their turn or take one resource each rather than using two for themselves. As a result, children have a good attitude to their learning and behave very well.

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The provision is good

The leadership team has worked hard to make the necessary changes since the last inspection. Every area of concern has been evaluated and improved so that children receive the best possible care. The curriculum is ambitious and varied so that children can reach their full potential. Staff have improved their knowledge of safeguarding and they know what procedures to follow if they have concerns. This helps to keep children safe from harm.

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need to do better?

n Leaders continually evaluate their practice so that gaps are swiftly managed and improved. Leaders and the staff speak about the journey they have been on in recent months to support improved practice. Staff say that they feel listened to and valued. Leaders use staff's strengths in the nursery to improve the team's knowledge and children's learning experiences. Staff are happy and enthusiastic. Leaders value their staff's well-being. n Staff have completed a range of training opportunities to support good-quality teaching. This helps to ensure that the curriculum is rich and varied. However, occasionally, the teaching is not implemented consistently. n Leaders and staff ensure that the activities provided for children have clear learning intentions to support individual learning. However, there are occasional times when the quality of the learning is inconsistent. As a result, not all children are fully engaged.

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need to do better?

n Staff support children to become effective communicators. This includes children who speak English as an additional language. Staff begin with young children, limiting their language and labelling key words. They talk to children throughout the day so they hear a range of vocabulary. Children sing nursery rhymes and listen to stories with intent. As children listen to familiar stories regularly, they begin to recall parts of the story that are familiar to them. n Children have a range of opportunities to build their physical skills. Babies climb on low-level equipment and demonstrate confidence as they use soft steps and

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need to do better?

16 December 2024 cruise along furniture. Staff offer encouragement. Babies and toddlers pull tape and use their fingers to manipulate play dough. This helps to develop their small finger muscles. n Children learn to be independent learners from a young age. Children learn and respond well to routines. For example, at mealtimes, children serve themselves and engage in conversation with their friends and staff. Children enjoy this social event and help to clean their plates once they have finished their meal. Younger children learn to take their coats on and off when they have their daily trips to the garden or the local common. n Children learn about the world around them with their friends. This helps to build their social interactions. For example, toddlers learn about their senses and the environment around them. They explore herbs, such as mint, coriander and thyme, and compare the different smells. They use the herb leaves to create

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need to do better?

prints in play dough and compare the patterns using new vocabulary. Staff engage children and sequence their learning as their interest builds. n Parents speak positively about the nursery and the leadership team. They discuss the improvements that have been made in recent months and the positive impact on the team and the outcomes for their children. They say that communication is very good and helps them to gain an understanding of what their child is learning. All parents say that their children are making progress.

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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 strengthen the systems in place for the monitoring and development of staff's professional development, and carefully reflect on the impact that the training has on the quality of education in all rooms n review and adapt the organisation of activities to help all children to remain fully focused and highly engaged with the learning taking place in all rooms.

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Setting details

Unique reference number 2750601 Local authority Hammersmith & Fulham Inspection number 10377672 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 95 Number of children on roll 120 Name of registered person Parsons House Nursery Limited

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reference number

Telephone number 07585976380 Date of previous inspection 6 August 2024

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Information about this early years setting

The nursery registered in 2023 and is located in Parsons Green in the London Borough of Hammersmith and Fulham. It is open weekdays between 7.30am and 6pm, all year round. It provides government funded childcare. There are 29 staff, of whom 25 work directly with children. Two staff members are qualified teachers and a further 18 hold a relevant childcare qualification ranging from level 2 to level 6.

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Information about this inspection

Inspectors Jacqueline Halpin Carla Roberts

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Inspection activities

n The inspection started on 16 December 2024. An inspector returned on 10 February 2025 to gather additional evidence in line with 'Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy'. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke to several parents and took their views into account. n The inspector observed interactions between children and staff. n The manager and inspector completed a joint observation of a focused activity. n The inspector spoke to staff and took their views into account. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in 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

16 December 2024 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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