Vishenka

Inspection of Vishenka 137 St. Marks Road, LONDON W10 6BZ

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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 Good

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The provision is good

Staff are kind and caring. They are attentive and responsive to children's needs. This helps children to build strong relationships with them. As a result, children, including those who are new to the setting, settle in quickly. They arrive happily and immediately engage with the interesting activities on offer. Children eagerly experiment with musical instruments, and staff encourage them to find new ways of making sounds. Younger children gather flowers and leaves from the garden to make pretend soup in the mud kitchen. Staff support children to play cooperatively by guiding children as they add their ingredients and stir the mixture. Children respond well to staff's expectations and play well together.

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The provision is good

Staff use positive and consistent strategies to help children manage their emotions and develop social skills. Children are supported to take turns and resolve conflicts with adult guidance. For example, during a disagreement, staff calmly step in to reinforce messages about kindness and respect. Children respond well to this supportive approach. They demonstrate self-regulation and show a growing understanding of right and wrong. Staff know children well and tailor the activities to match their interests and developmental stages. They encourage children to keep trying when tasks are challenging. This helps children build perseverance and confidence in their own abilities.

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need to do better?

n The setting gathers valuable information about children during the settling-in period, including their interests, routines and emotional needs. This helps staff form strong bonds and provide support effectively. However, some opportunities to further support children's sense of identity are not always fully explored. For example, key words in children's home languages are not routinely collected. The setting does not always include children in talking about other celebrations and cultural festivals that children observe at home. This limits the ability to reflect the full diversity of children's backgrounds in the curriculum. n Staff support mathematical development effectively through engaging, age- appropriate activities. Children are encouraged to name and identify shapes, and staff provide clear explanations and gentle corrections when needed, helping children understand concepts more deeply. Staff weave opportunities to count

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need to do better?

into the daily routines. These interactions foster positive attitudes towards mathematics and help build children's confidence in using mathematical language. n Children's communication and language skills are supported through activities, such as singing songs and storytelling. Staff use both Russian and English languages during daily routines to encourage children to develop both languages. They support listening skills by playing games, such as guessing

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need to do better?

16 May 2025 what item is making the sound behind the staff member's back. However, on occasion, the support is inconsistent. For example, staff do not always come down to children's level or use opportunities during snack time to engage children in conversation. n Children are given meaningful opportunities to build independence through everyday routines and play. They hang up their coats, pour their drinks and serve their own meals. This helps children develop confidence and self-care skills. These experiences prepare children for school. n Staff make sure that children have exciting outdoor experiences. Children delight in developing their coordination as they ride tricycles. They build strength and control as they negotiate climbing equipment and develop hand-eye coordination as they try to scoop up sea animal figures from the water tray with their nets. n Parents value the frequent communication from staff, including weekly videos

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need to do better?

and progress reports. They also appreciate the helpful advice staff offer, such as guidance with potty training or how to calm children during hair washing. The setting actively listens to parents' feedback. For example, they made changes to the gate based on a parental suggestion. This strong collaboration helps create continuity between home and the setting. n Staff report feeling well supported by leadership, both professionally and personally. They benefit from regular supervisions, monthly team meetings, and a clear structure for discussing training and workload. Well-being is prioritised through gestures such as free lunches, social events and flexibility around working hours. This positive environment helps maintain high morale and a strong sense of team cohesion.

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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 extend the curriculum to further celebrate children's individual differences and uniqueness n strengthen the delivery of the communication and language curriculum to provide children with even more effective opportunities to develop their communication and language skills.

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Setting details

Unique reference number EY332671 Local authority Kensington and Chelsea Inspection number 10388274 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 18 Number of children on roll 17 Name of registered person Henderson-Stewart, Anne

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reference number

Telephone number 02089602725 Date of previous inspection 4 July 2019

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Information about this early years setting

Vishenka registered in 2005. It is located in a community park in North Kensington, in the Royal Borough of Kensington and Chelsea. The nursery is open each weekday from 8am to midday during school terms. The provider employs nine members of staff, five of whom hold a level 2 qualification or above.

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Inspection activities

n The manager explained the curriculum intentions to the inspector during the learning walk. n The inspector took part in discussions with managers and staff during the inspection. n Parents shared their views of the setting with the inspector. n The inspector observed staff and children throughout the day. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager provided the inspector with relevant documentation.

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Inspection activities

16 May 2025 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 May 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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