Golders Hill Day Nursery

Inspection of Golders Hill Day Nursery 666 Finchley Road, London NW11 7NT

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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 and parents are warmly greeted by leaders and staff each day on arrival. Staff take the time to talk to parents to gain an understanding of anything that may impact on their child's day. This helps staff to plan for individual needs and make adaptations if necessary. Children are happy coming to nursery and staff build secure relationships with them. This helps children to feel safe and ready to begin their learning.

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The provision is good

Children arrive and have choices in their play to help them settle. Once all the children arrive, staff sit with them in a group to sing and introduce them to the day ahead. Staff speak softly to the children and are good role models. This helps children to understand the expectations and behave well. Staff quickly intervene with minor disagreements to prevent any escalation and talk to children to support their emotions. For example, children are learning about their feelings through 'The Colour Monster' book. Staff are extending children's knowledge by building on what they have listened to and expressing themselves through art so they gain a greater understanding of the emotions they feel and when they feel them.

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The provision is good

Leaders have taken the necessary steps to improve staff knowledge in safeguarding since the last inspection. This includes recognising the signs and symptoms of abuse and who to refer to. This helps to keep children safe from harm.

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need to do better?

n Leaders have worked hard since the last inspection to make improvements. They have worked closely with the local authority early years team to access support and training. This has helped to upskill staff knowledge. Leaders have ensured that there is now an effective supervision process in place. Staff value this. n Leaders and staff share the curriculum expectations and how they assess and plan for each child. Every child, including those with special educational needs and/or disabilities (SEND), make progress. The activities and resources are set out to engage and excite children. Staff identify children who require further challenge to support their engagement and further learning. For example, children gather in a small group to build a large magnetic bus. They work as a team, taking turns to build their construction, with staff offering ideas and support. These well-thought-through activities help children to build a positive

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need to do better?

attitude to their learning. n Staff support children's language skills well. Staff talk to children throughout the day so that they hear a range of vocabulary. Children, including those who speak English as an additional language, gain the skills to become effective communicators. Children hear nursery rhymes. For example, young children hear

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need to do better?

5 August 2025 'Twinkle-Twinkle' and recall back familiar parts of the rhyme. Visual cards are used to support children who are not yet communicating to support their understanding. n Staff help children to be curious in their learning and extend their understanding through exploration. For example, as children paint outdoors, they learn to mix colours and swirl paint on a large cotton canvas. As children create new colours, they are questioned on how this happened. This helps children to problem solve and gain an understanding of causation. n Staff teach children to learn how to keep their bodies healthy and be independent. Children wash their hands before mealtimes to support good hygiene practice. Younger children are supported in learning the skill of putting their shoes on and taking them off. Older children are given extra responsibility. Each day, two children are chosen to serve their friends their meals and cutlery

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need to do better?

at mealtimes. This helps to build children's confidence. n Children have access to a range of physical activities to build their fine and gross motor skills. Children play with small-piece puzzles to build their finger muscles in preparation for early writing. In the garden, children can run, jump, manoeuvre cars and balance on boards. However, there are less opportunities for babies to enjoy a range of play opportunities, which sometimes hinders the joy and engagement in outdoor play. n Literacy is promoted within the nursery through storytelling and independent access to books, which children can explore. Children listen to stories and show their enjoyment by excitedly responding to parts of the story they are asked about to support their understanding. However, there are fewer opportunities for children to read and access books outdoors in a quieter space.

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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 and adapt the organisation of activities outdoors to help children to remain fully focused and highly engaged with the learning taking place, in particular for babies n provide even more opportunities for children to expand their enjoyment of reading outdoors, to further children's literacy skills.

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Setting details

Unique reference number 2696216 Local authority Barnet Inspection number 10395622 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 108 Number of children on roll 29 Name of registered person Golders Hill Day Nursery Ltd

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reference number

Telephone number 020 3642 3450 Date of previous inspection 3 March 2025

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Information about this early years setting

The nursery registered in 2022. The setting operates from a detached building in the Golders Green area in the London Borough of Barnet. The setting operates Monday to Friday, from 8am to 6pm, all year round. The nursery employs 16 members of staff, 13 of whom work directly with children, and 11 staff hold childcare qualifications at level 2 to qualified teacher status.

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Inspection activities

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 some parents and took their views into account. n The inspector observed interactions between staff and children. n The inspector spoke to staff at appropriate times and took their views into account. n Staff spoke to the inspector about how they support children with SEND. n The manager and inspector carried out a joint observation of a planned activity. 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

5 August 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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