Nursery on the Green

Inspection of Nursery on the Green Thorncliffe Road, Southall, Middlesex UB2 5RN

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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

Children arrive happily at the nursery and settle quickly. A strong key-person system helps children feel secure and understood. Transitions, both when children join the nursery and when they move rooms, are prioritised and managed carefully. When children become upset, staff comfort them quickly and gently, helping them feel safe and supported.

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The provision is good

Staff have high expectations for all children's behaviour. They use praise, visual rules, and timers to help children follow routines and behave positively. Staff encourage children to take responsibility through everyday routines, such as setting the table, serving their own lunch and clearing their plates. This helps children become independent and take pride in what they can do.

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The provision is good

Staff plan a broad curriculum that builds on children's interests. Staff adapt activities to meet children's individual needs, ensuring all children can participate and make good progress. For children with special educational needs and/or disabilities (SEND), sensory experiences are introduced gradually, allowing them to build confidence and explore new textures at their own pace. Staff carefully sequence learning so children develop skills step by step. Babies' explore sensory play, manipulating textures to develop hand-eye coordination. Toddlers strengthen hand muscles and coordination by filling and emptying containers with sand. Older children practice precise hand movements by unlocking padlocks and using screwdrivers, preparing for future early writing and self-care tasks.

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need to do better?

n Staff follow a well-planned curriculum that helps children make progress over time. Staff have a good understanding of how children learn. Generally, staff use children's interests to plan engaging activities. However, at times, staff do not understand what the learning intentions of the activities are. As a result, some activities do not fully support what children need to learn next. n Staff identify children's needs quickly and act without delay. They work closely with parents and make referrals to outside professionals when needed. Staff give extra support through individual plans and small-group sessions. For example, staff label objects and then add simple descriptive words to build understanding. This approach helps all children, including those with SEND, feel included and ready for the next stage in their learning. n Children benefit from mealtimes that support healthy eating. Staff place

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need to do better?

ingredients on the table so children can see what they are eating. They talk with children about why the food is good for them. Children are allowed to eat when they are hungry, helping them follow their own hunger cues. These approaches encourage healthy habits and understanding of nutrition.

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need to do better?

10 September 2025 n Staff place a strong focus on developing children's language and communication skills. They support children learning English as an additional language by collecting words from home, reading books in different languages, and singing songs in children's home languages. Staff model clear speech, introduce new vocabulary, and encourage children to share their thoughts. As a result, children become confident communicators. n The nursery promotes children's understanding of diversity and inclusion through meaningful experiences. Parents borrow books about children's own cultural traditions from a lending library, supporting children to prepare for upcoming ceremonies and celebrations they take part in. Children learn about different family structures and abilities through diverse resources. This approach helps children learn to respect differences and develop a strong sense of identity and

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need to do better?

belonging. n Staff help children manage their feelings well. They read stories about emotions and practise facial expressions to show feelings. Staff talk with children about what makes them happy or angry. They guide children to resolve conflicts and take turns. As a result, children behave very well and develop self-regulation skills. n Leaders prioritise staff well-being alongside professional practice. They provide regular supervisions, mentoring, and reflective peer observations to help staff develop their skills and confidence. Staff value the flexible working arrangements, rewards and opportunities to discuss their well-being. This helps them feel supported and appreciated. n Staff work in partnerships with parents. They share regular updates through daily conversations, newsletters, and digital platforms. Parents value the consistent communication and guidance on routines such as potty training and

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need to do better?

eating, which helps them support learning at home. These close relationships create continuity between home and nursery, helping children thrive.

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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 continue to support staff to plan activities with clear learning intentions that focus on children's next steps, so all activities fully support their progress even further.

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Setting details

Unique reference number EY355167 Local authority Hounslow Inspection number 10416618 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 160 Number of children on roll 95 Name of registered person Childbase Partnership Limited

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reference number

Telephone number 0208 574 2667 Date of previous inspection 12 December 2022

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Information about this early years setting

Nursery on the Green registered in 2007 and is situated in Southall, Middlesex. It operates Monday to Friday between 7.30am and 6.30pm, throughout the year. A team of 37 staff work with the children. Of these, one holds an early years qualification at level 6. 19 staff have relevant early years qualifications at level 3 and four staff have appropriate qualifications at level 2.

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Information about this inspection

Inspectors Jenny Selvakumaran Becky Phillips

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Inspection activities

n The manager and the area manager joined the inspectors on a learning walk and talked to the inspectors about their curriculum and what they want the children to learn. n A joint observation was carried out by the lead inspector and the manager. The inspectors observed interactions between staff and the children and the impact these have on the children's learning. n The inspectors observed activities in the four main base rooms and garden. They talked to staff about the progress individual children are making. n The inspectors viewed the provision and discussed the safety and suitability of the premises. n The inspectors reviewed relevant documentation, including the arrangements for paediatric first-aid training. The inspectors had a discussion with leaders about the evaluation of the setting and plans for improvement. n The inspectors spoke to parents and children during the inspection and took account of their views.

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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

10 September 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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