Fennies Ealing

Fennies Ealing

Unique reference number (URN): 2738945 Address: 29a Junction Road, London, W5 4XP Type: Childcare on non-domestic premises Registered with Ofsted: 27/06/2023 Registers: EYR Registered person: Fennies Day Nurseries Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

The nursery places a robust emphasis on inclusion, ensuring that all children can access activities and learn alongside their peers. Staff regularly review and adapt the environment, resources and teaching practices to remove barriers to children's learning and participation. This proactive approach enables every child to engage fully in their play and learning experiences.

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Inclusion Strong standard

Staff receive thorough training that enables them to identify children with special educational needs and/or disabilities very promptly. They implement tailored support in partnership with parents and carers and, where appropriate, external professionals. Staff and leaders have a clear understanding of implementing a graduated response. They establish clear starting points and plan interventions that are specific to children's individual needs. This enables children to make excellent progress and achieve their potential.

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Inclusion Strong standard

Children who speak English as an additional language receive targeted support to remain fully engaged in routines and activities, while developing their skills in using English. Strategies include using key words in children's home languages, alongside English, as well as using visuals and objects of reference to promote understanding and inclusion.

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Inclusion Strong standard

The use of additional funding is carefully planned to secure the best possible outcomes for children. Managers consistently review and adapt how funding is allocated to ensure maximum impact on children's progress and development. This rigorous approach ensures that resources are used effectively to close gaps in children's development and enhance their learning opportunities.

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Leadership and governance Strong standard

The management team has recently undergone significant change. New leaders are highly effective, with a strong understanding of the nursery, its cohort and their roles. This has enabled notable improvements to the safeguarding culture.

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Leadership and governance Strong standard

A clear management structure supports consistent and continuous improvement. Staff report a positive team ethos, feeling listened to and well supported with wellbeing initiatives. Managers maintain thorough oversight, regularly evaluating and developing practice to improve outcomes for children. The staff team is highly valued and their health and

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Expected standard

wellbeing are a priority for the dedicated managers. Staff access ongoing training to enhance expertise. They describe feeling happy in their roles and that they find their work very rewarding.

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Expected standard

Parents and carers are actively involved in the nursery community through events and educational support, such as oral health guidance. They speak highly of the nursery and staff, praising the quality of care and communication.

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Expected standard

Leaders recognise they are on a journey, and while there are areas that have been identified for further improvement, leaders have a clear and focused action plan to drive further improvement and secure the best possible outcomes for all children. Their commitment to staff development, safeguarding and partnership with parents underpins a strong culture of continuous improvement.

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Achievement Expected standard

Every child makes progress towards their next steps in their learning in the nursery. They develop the skills needed for future success. Children make progress through a well- structured curriculum that is carefully scaffolded to allow them to consolidate their skills before moving on. For example, babies explore early mark making by scribbling with chalk on paper placed on the floor. As they grow, older children begin to make marks on paper, and pre-school children progress to writing, with their work displayed proudly around the room.

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Achievement Expected standard

Children make good progress in their communication and language. Babies show communicative intent, babbling, making sounds and trying to join in songs. Older children ask staff to read them stories, asking questions about these and using new words they are introduced to.

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Achievement Expected standard

Children develop their independence and self-care skills from an early age. Alongside this, children build confidence, resilience and social skills through collaborative play and problem- solving activities, such as engaging in imaginative role play in 'home corners'. These experiences ensure that children are well prepared for the next stage of their education, both academically and personally.

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Behaviour, attitudes and establishing routines Expected standard

Managers and staff have high expectations for children's behaviour. They explain these well to children, alongside the reasonings behind these. For example, when children start to climb, staff remind them they need their 'feet on the floor' as 'climbing is not safe' in this situation.

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Behaviour, attitudes and establishing routines Expected standard

Staff are good role models, They assist children to show care and consideration. Children mimic these qualities. For example, when older toddlers see their younger peers upset, they bring them their comforters. Pre-school children ask staff if they can help them to set up activities. Acts of kindness such as these help to create a mutually respectful environment.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. Staff take time to talk to children. They help children by offering solutions and support them to manage their feelings and behaviour. They use behaviour management strategies that include promoting positive behaviour and supporting children's individual needs.

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Behaviour, attitudes and establishing routines Expected standard

Children's attendance is a priority for all who work at the nursery. They work with parents to educate them on the importance of regular attendance and the benefits this has for their children. Managers have recognised that some transitions within the nursery can take too long and leave some children unsure of what to do or what is happening next. They continue to work with staff to ensure that all transitions are fully embedded.

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Children's welfare and wellbeing Expected standard

Children build strong bonds with not only their key persons but also all staff in the setting. Babies who are new to the setting go to staff for reassurance and quickly receive cuddles. Older children want their familiar staff involved in their play and thrive from their attention and praise.

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Children's welfare and wellbeing Expected standard

Staff model empathy, and children show kindness and caring towards their friends. For example, children who are playing invite others on their own to join their games with them. Children develop the skills they will require to build friendships. Children learn how to recognise, express and manage their emotions. Staff take time to talk to children about how they are feeling and what has made them feel that way.

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Children's welfare and wellbeing Expected standard

All staff ensure that the settling-in process provides reassurance and emotional security for children and their parents and carers. For example, staff replicate children's routines from home as much as is possible. This ensures that children quickly feel safe and at home in the nursery. Children develop the confidence to play and explore the nursery environment.

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Children's welfare and wellbeing Expected standard

Children receive support to understand that their views and choices are valued. Staff seek consent before offering help and explain care routines, such as nappy changes, to promote trust and security. From the earliest stages, children learn to respect others' preferences, including recognising when their peers do not wish to be touched. However, all staff do not consistently use opportunities, such as mealtimes, to enhance children's social development or deepen understanding of healthy eating.

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Curriculum and teaching Expected standard

Managers have a clear and ambitious curriculum that promotes a lifelong love of learning. It is firmly rooted in children's interests and informed by carefully identified next steps for each child. Staff use observation and assessment effectively to establish what children know and plan experiences that build the knowledge and skills needed for future learning. This approach allows staff to adapt and scaffold teaching to provide the right level of challenge for different groups of children. Staff prioritise language and literacy across the nursery. Their 'bump into a book' approach, meaning books are always accessible and tempting, ensures that children of all ages regularly encounter stories and rich vocabulary. Babies engage in sound play with staff, while older children extend their vocabulary through purposeful interactions, learning words such as 'gigantic'. Staff use signing and visual supports, alongside spoken language, to aid

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Curriculum and teaching Expected standard

Children embed their mathematical development within play and daily routines. They develop confidence and positive attitudes towards mathematics. Staff promote children's physical development through daily outdoor play and activities that strengthen fine motor skills.

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Curriculum and teaching Expected standard

Children demonstrate high levels of engagement and sustained concentration in purposeful activities. For example, during collaborative building tasks, they listen to each other's ideas and share resources. This embeds their personal, social and emotional development within everyday experiences.

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What it's like to be a child at this setting

Children are happy in this warm and inviting nursery environment. The curriculum is ambitious for all children and covers all areas of learning. Staff plan for the individual next steps in every child's learning, based on their assessments and observations. Staff guide children's learning to build on what they know already. Children are keen to explore the wealth of activities, planned to meet their individual needs and interests. This fosters a true enjoyment in learning.

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What it's like to be a child at this setting

All children are treated as individuals. Staff celebrate their uniqueness and support children to understand and recognise each other's differences. They do this through children having access to activities and books that reflect all their differences and uniqueness. Staff take the time to have a true understanding of children and their home lives and through adaptations within the nursery to ensure that no child misses out. This enables children to achieve well alongside building their self-awareness and self-worth.

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What it's like to be a child at this setting

Adults work hard to support children to learn the social skills needed to interact successfully. Children receive extensive praise and warmth for their achievements. This helps to support their confidence and resilience, and allows them to feel safe and cared for.

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What it's like to be a child at this setting

Managers work with staff to empower them to recognise successful learning opportunities and to reflect and improve on anything they feel could have gone better. This continual drive for improvement and the nursery's focus on inclusion means that all children, including those from disadvantage, who speak English as an additional language or those with special educational needs and/or disabilities, are all able to develop skills across the curriculum alongside their peers. This gives children a solid start for their future learning.

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Inspector:

Michaela Hipwell Staff support children to develop their independence and to leave nursery 'life ready'. The youngest children take wipes from staff to clean themselves after eating, toddlers begin to self-serve food, and the oldest children help set up for mealtimes, serve themselves and scrape their plates. All children receive choices, which staff listen to. This means children develop a strong sense of independence and responsibility, preparing them for the next stages in their learning journey and eventually school.

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Next steps

Staff should continue to strengthen practice to embed newly developed routines, particularly at transition times. Leaders should support staff to strengthen practice to ensure that mealtimes are consistently used to continue to further children's learning and social development.

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About this inspection

The inspector spoke with parents, children, leaders, staff and the special educational needs coordinators during the inspection.

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About this inspection

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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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Fennies Day Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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