Eveline Day Nursery Schools Limited

(The)

Unique reference number (URN): 123083 Address: Seeley Hall, Chillerton Road, London, SW17 9BE Type: Childcare on non-domestic premises Registered with Ofsted: 13/10/1992 Registers: EYR Registered person: Eveline Day Nursery Schools Limited (The)

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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 progress well from their starting points. Children make the most of opportunities that support their development in communication, emotional regulation, independence and friendships. Children sustain their attention and contribute ideas throughout the day. They engage confidently with peers. They use expressive language during structured activities and in their free play. Children respond well to clear expectations that promote positive behaviour and attitudes to learning. Children transition well within the setting, arriving confident, independent and emotionally secure to the next room and settling well into new routines. Early intervention and responsive adjustments ensure that individual needs, particularly those relating to children who speak English as an additional language, sensory regulation and behaviour, are identified and addressed promptly. Staff teaching and curriculum sequencing support children to rehearse and embed new skills over time.

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Achievement Strong standard

Children demonstrate resilience, curiosity and concentration during both adult- and child-led activities. They show pride in their achievements and are well prepared for the next stage of their education, including starting school.

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Behaviour, attitudes and establishing routines Strong standard

Children consistently demonstrate positive attitudes to learning. Staff help children to quickly establish secure routines that support their wellbeing and participation. Children arrive at nursery confidently, separate from parents with increasing independence and settle into the day's activities with purpose. Key-person relationships are warm and nurturing, which helps children to feel safe, seek comfort appropriately and sustain engagement in activities. Setting leaders and staff ensure their expectations for behaviour are clear, consistent and developmentally appropriate. Staff explicitly teach and model social language for sharing, turn-taking and expressing emotions. Curriculum themes such as 'sharing kindness' reinforce cooperation and respect. Children increasingly manage their own feelings and behaviour, requiring less adult intervention over time. Setting leaders support staff effectively

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Behaviour, attitudes and establishing routines Strong standard

when they implement targeted strategies to address unwanted behaviour. Children develop an understanding of the impact their behaviour has on others. Children show curiosity, resilience and perseverance in new or challenging situations. They engage enthusiastically with what the setting has to offer, including drama and forest school. This further supports children's confidence in group settings and enables them to practise listening, waiting, performing and participating in collaborative activities. Routines for mealtimes, sleep and transitions are well embedded and support children to feel secure and regulated across the day. Attendance and punctuality are promoted positively, helping children prepare well for school and future learning.

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Children's welfare and wellbeing Strong standard

Setting leaders and staff promote children's welfare and wellbeing across the setting. Children's secure and responsive relationships with key persons support their emotional security, confidence and sense of belonging. Babies seek comfort, reassurance and affirmation with ease, demonstrating trust in familiar adults. Staff sensitively adapt children's care routines, including feeding, sleep and transitions to individual needs and developmental stages. Staff remain vigilant and positioned effectively to maintain children's safety, particularly during mealtimes and sleep. Setting leaders ensure there are clear and understood procedures around choking prevention, allergies and sleep monitoring. Setting leaders monitor the provision to ensure these procedures are embedded and consistently followed. Staff support children to recognise and express their emotions, helping them to develop early self-regulation and reduce conflict and frustration. Curriculum themes support

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Children's welfare and wellbeing Strong standard

children's understanding of their feelings and emotions and how to manage them. This enables children to navigate peer interactions and establish positive relationships. Parents report that children transition into school confidently and demonstrate independence in routines and self-care. Staff know the children well and use their knowledge to anticipate changes that may impact wellbeing, including transitions or changes in family circumstances. Setting leaders ensure that information is shared with sensitivity between rooms and during onward transitions to support continuity of care. Staff plan activities to support children's learning and enhance their wellbeing through opportunities to build resilience, confidence and physical abilities. Overall, children thrive in a caring and well- organised environment.

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Curriculum and teaching Strong standard

Setting leaders ensure the curriculum is well sequenced and thoughtfully organised. This enables children to build knowledge and skills progressively from babies through to pre- school. Staff and setting leaders have a clear ambition for children to become confident communicators who demonstrate emotional regulation, independence and readiness for school. Staff confidently explain the intent behind planned activities and understand how experiences build towards these outcomes. Setting leaders and staff demonstrate a secure knowledge of child development and the purpose of the curriculum they deliver. Staff practice places consistent emphasis on communication and language, including children's understanding of mathematical language. Practitioners model vocabulary, narrate children's play and provide meaningful opportunities for turn-taking, storytelling and expressive language. Enrichment programmes, including drama and forest school, broaden children's

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Curriculum and teaching Strong standard

experiences and deepen their engagement. During a drama activity, children demonstrated strong communication and confidence as they recalled story elements, sustained attention and contributed their ideas. Staff use assessment effectively to inform planning. Staff identify children's starting points through settling observations, transition discussions and parent information. Staff adapt teaching responsively to reflect children's developmental needs, including those relating to bilingual language development. Children demonstrate resilience, curiosity and sustained concentration during both child- and adult-led activities. The

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Expected standard

curriculum supports staff to teach behavioural regulation through social language, narrative and emotional expression. As a result, children benefit fully from the curriculum and make sustained progress across all areas of learning.

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Inclusion Expected standard

Staff identify children's emerging needs promptly and take practical steps to reduce barriers to participation. Staff observations, key-person knowledge and discussions with parents enable early recognition of children's communication, feeding, behavioural and emotional requirements. Staff adapt routines, expectations and activities so children can participate confidently and make progress. Staff support children who speak English as an additional language through modelling, visuals and consistent language strategies. This supports children's confidence and communication skills. Parents are active partners in planning and intervention. Leaders and staff collaborate effectively with families to address children's needs, including targeted approaches to support positive behaviour and bilingual language development. This helps children to make progress in self-regulation, speech, independence and social participation. Staff use established systems for monitoring, review and transition.

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Inclusion Expected standard

Setting leaders have a programme of appropriate and effective training in place. This helps ensure staff can identify any emerging additional needs and follow the correct procedures if they do. Setting leaders support staff to improve their understanding of effective intervention and how to support children in their learning. Inclusion is effective and ensures children feel secure, supported and able to participate fully in everything the nursery has to offer.

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Leadership and governance Expected standard

Setting leaders effectively ensure that children are kept safe and benefit from a well- organised provision. Managers provide clear day-to-day oversight and demonstrate strong knowledge of the early years foundation stage, safeguarding procedures and curriculum intent. Staff describe leaders as supportive and approachable. They say regular supervision and training contribute to improvements in practice, including curriculum development, behaviour strategies and safeguarding confidence. Setting leaders evaluate the provision accurately and identify relevant priorities. Parents express high levels of confidence in the setting and report that their children are well supported, settled and thoroughly enjoy their time at nursery. The manager ensures documentation is well maintained and statutory welfare requirements are met. However, there have been recent changes in setting ownership and new governance systems introduced are not fully embedded. Staff report

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Leadership and governance Expected standard

uncertainty about how future changes to policies, communication and quality assurance will be implemented. While setting leaders are knowledgeable about the setting, strategic oversight from the nominated individual lacks the alignment, accountability and monitoring expected of strong governance. The setting relies heavily on the strength of internal leadership to maintain standards during the transition period. While children's experiences remain positive, governance arrangements are not yet sufficiently cohesive or fully embedded, and this affects staff confidence in their understanding of procedures.

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

Children at this nursery arrive confidently and quickly settle into familiar routines. Children are greeted warmly by practitioners who know them well and take time to tune into their emotional state, interests and needs. Children demonstrate they feel safe, welcomed and ready to explore in their engagement and behaviour. Setting leaders are beginning to strengthen the way that information about children's needs and wellbeing is tracked at a whole-setting level. They are also developing communication and oversight systems so that staff are well informed about any forthcoming changes in governance.

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

Children benefit from a thoughtfully sequenced curriculum that prioritises communication, language and emotional regulation. Babies and toddlers explore sensory materials, practise early vocabulary and learn how to express their feelings, while older children engage in more structured experiences that build confidence and narrative skills, such as drama sessions, themed curriculum work and forest school visits. Staff model social language and emotional cues throughout the day, helping children to negotiate turn-taking, solve problems and understand the feelings of others. Children develop strong independence and self-care skills. Through a carefully sequenced curriculum, children learn how to serve food, wash hands, put on coats, manage personal items and follow routines. Parents describe their children as confident and well prepared for transitions to the next stage in their learning.

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

Setting leaders foster a culture where key-person relationships are central to children's wellbeing. Babies and children seek comfort, reassurance and affirmation from staff with ease, demonstrating trust in familiar adults. Staff adapt care routines, including sleep and feeding, appropriately. They use embedded systems to carry out their duties safely with clear oversight and monitoring. Children who speak English as an additional language gain confidence through modelling, repetition and visual supports. Children with emerging behavioural or emotional needs receive timely intervention. Setting leaders and staff recognise and celebrate children's individuality. Children achieve well, develop resilience and curiosity, and thrive in a calm and nurturing learning environment.

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Next steps

Improve communication and oversight to ensure staff clearly understand changes and expectations.

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Address:

Seeley Hall Chillerton Road London SW17 9BE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Eveline Day Nursery Schools Limited (The)

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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About this inspection

The inspector spoke with setting leaders, practitioners and children 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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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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