Our Lady Queen of Peace Day

Nursery

Unique reference number (URN): 116176 Address: 10 Chiswick Lane, Chiswick, London, W4 2JE Type: Childcare on non-domestic premises Registered with Ofsted: 01/07/1968 Registers: EYR, CCR, VCR Registered person: Trust Property Held in Connection with the Missionary Sisters of the Immaculate

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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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Achievement Strong standard

Children make sustained progress from their starting points. They develop confidence, independence and positive learning habits. Children with special educational needs and/or disabilities and those who speak English as an additional language make progress alongside their peers through targeted support, small-group work and visual resources.

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Achievement Strong standard

Children use language more confidently during stories and role play. They increasingly speak in short sentences and share ideas with others. Children also develop early mathematical understanding through practical play, including counting, comparing and talking about amounts. Children explore resources independently, test ideas and solve simple problems as they play.

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Achievement Strong standard

Outdoor learning supports children's achievements further. Children practise coordination, take turns and learn to negotiate with others. Children achieve age-appropriate milestones and leave the nursery well prepared for their next stage of learning, with secure communication skills and resilience.

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Behaviour, attitudes and establishing routines Strong standard

Children respond well to clear routines across the nursery. Staff model calm, respectful interactions and provide consistent guidance. This helps children to understand expectations, regulate their feelings and develop positive attitudes to learning. Children share resources, take turns and cooperate with their peers.

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Behaviour, attitudes and establishing routines Strong standard

Staff reinforce routines through daily practice, including snack time, group activities and outdoor play. Children wash their hands, help to prepare resources and wait for their turn. Staff use praise and encouragement to promote positive behaviour. Staff support children who find it difficult to regulate their emotions by teaching strategies to manage frustration and disappointment. As a result, children build resilience and confidence.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote the importance of good attendance and punctuality. They communicate expectations clearly with parents and carers and explain how regular attendance supports children's learning, routines and emotional security. Staff welcome children on arrival and help them to settle quickly so they access learning straight away. When leaders notice patterns of late arrival or irregular attendance, they speak with families and offer support to improve consistency. This helps children to benefit from stable routines and uninterrupted learning experiences.

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Children's welfare and wellbeing Strong standard

Leaders and staff prioritise children's welfare and wellbeing across the nursery. Staff provide consistent care and build secure relationships with children. This helps children to settle quickly, feel safe and explore confidently. Staff support children to understand and express their feelings. They model calm strategies and provide reassurance when children need help to manage their emotions. This strengthens children's resilience and supports positive mental health.

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Children's welfare and wellbeing Strong standard

Staff embed health and safety routines throughout the day. Children practise good hygiene, including regular handwashing and toothbrushing. Staff promote healthy choices by providing nutritious meals and snacks. Children help to choose and serve food at mealtimes. Staff use these routines to encourage independence and support children's social development. Children talk about what they notice, such as colours, tastes and quantities, which reinforces learning alongside wellbeing.

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Children's welfare and wellbeing Strong standard

Outdoor play forms an important part of children's daily experiences. Children climb, balance and move confidently as they explore space and resources safely. Staff supervise closely and provide guidance to help children manage appropriate risks. The environment remains calm, welcoming and well organised. This supports children's confidence and helps them to engage fully with learning. Leaders monitor children's welfare effectively and adapt routines to meet individual needs. This ensures children thrive and are well prepared for their next stage.

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Curriculum and teaching Strong standard

Leaders have developed a purposeful curriculum that builds progressively on children's learning across all areas. Staff balance adult-led and child-initiated experiences so children explore, investigate and develop communication and problem-solving skills. Staff use modelling, purposeful questioning and visual support to extend children's thinking.

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Curriculum and teaching Strong standard

Staff use assessment well to check what children know and can do. They observe children daily and review their learning regularly to identify next steps. Staff use this information to tailor teaching to children's different starting points, needs and stages of development. This helps children to build knowledge securely and develop skills over time.

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Curriculum and teaching Strong standard

Children engage in a range of indoor and outdoor activities that link to the curriculum. Children explore sand and water play, comparing quantities and developing early mathematical understanding. Staff introduce new vocabulary and concepts as children play. Staff plan small-group sessions to support turn-taking, listening and communication. This helps children with special educational needs and/or disabilities and those learning English as an additional language to join in confidently. Leaders check the implementation of the curriculum and provide focused training. This maintains consistency and ensures that children make progress.

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Inclusion Strong standard

Leaders and staff embed inclusive practice across the nursery. This ensures that all children, including those with special educational needs and/or disabilities and those who speak English as an additional language, participate fully and make good progress. Staff identify children's needs through observations, discussions with parents and carers and ongoing reviews. Leaders track children's progress carefully and check that support is timely and effective.

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Inclusion Strong standard

Leaders prioritise staff training so staff understand and apply the graduated approach. Staff use clear strategies to assess needs, plan support, implement adjustments and review impact. Staff use visual prompts, modelling, small-group learning and targeted one-to-one support to help children communicate, join routines and engage in learning. As a result, children build confidence and develop social interaction and language skills.

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Inclusion Strong standard

Leaders use early years pupil premium to reduce gaps for disadvantaged children. They target funding to provide additional resources, including communication and language support, sensory materials and small-group teaching. Leaders also use funding to strengthen staff's professional development and enhance the quality of teaching further. This helps children to settle quickly, access learning consistently and make progress alongside their peers.

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Leadership and governance Strong standard

Leaders provide effective leadership across the nursery. They communicate a clear vision and ensure staff understand expectations for children's learning, welfare and safety. Staff describe leaders as approachable and supportive. Leaders promote a reflective culture where staff share ideas and work consistently to improve practice.

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Leadership and governance Strong standard

Leaders use supervision sessions and professional development to strengthen staff's knowledge and maintain high standards. For example, leaders provide focused training to support inclusive practice and help staff meet children's individual needs. Leaders also use regular discussions and agreed actions to improve the consistency of practice across the day. This helps staff to deliver a more consistent experience for children.

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Leadership and governance Strong standard

Leaders review the quality of provision regularly and take prompt action when they identify areas to strengthen. For example, leaders refine routines and improve access to resources so children make choices independently and sustain their play for longer. Leaders evaluate the impact of these improvements through staff reflection and ongoing monitoring. This supports children's engagement and progress over time. Leaders work well in partnership with parents and carers. They communicate regularly and value parents' views. This strengthens continuity between home and the nursery and supports children to settle quickly and thrive.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children feel happy, confident and secure in this welcoming and inclusive nursery. Staff know children well and respond warmly to their needs. Before children start, staff gather detailed information from parents and carers about children's routines, interests and abilities. Staff use this information to plan a stimulating curriculum that helps children to belong, thrive and achieve.

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

Children enjoy a balance of adult-led and self-chosen activities. During circle time, children listen to stories and take part enthusiastically. They explore objects linked to familiar books and share ideas about what they notice. This supports children's curiosity, listening and developing communication. Staff support children with special educational needs and/or disabilities using visual signs, small-group support and modelling. This helps children to join in routines, communicate successfully and express themselves with confidence.

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

Children explore freely indoors and outdoors. Staff provide a range of resources, including slides, scooters, a playhouse and sensory materials. Children test their ideas, practise coordination and develop problem-solving skills through active play. Staff extend learning through well-timed interactions and clear routines.

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

Children form very secure attachments with key workers and staff. This helps them to settle quickly, feel safe and engage fully in learning. Staff promote independence by encouraging children to make choices, lead their play and share their views. Staff celebrate children's achievements and support them to build confidence and perseverance. Children respond well to consistent expectations and show growing self-control and cooperation.

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

Parents report that children are happy and settled. They value the nursery's strong communication and the positive progress children make in their social, emotional and learning skills. Overall, children flourish in a nursery where staff provide nurturing care and ambitious learning opportunities.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders and staff 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: Trust Property Held in Connection with the Missionary Sisters of the Immaculate

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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