Childcare on Domestic Premises, Full day care in Harrow

Childcare on domestic premises

Unique reference number (URN): EY546177 Registered with Ofsted: 22/08/2017 Registers: EYR, CCR, VCR

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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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Children's welfare and wellbeing Strong standard

Leaders and staff consistently prioritise children's wellbeing, which is a strength in this setting. The children's relationships with adults are extremely responsive. As a result, children are confident and able to flourish in a nurturing and inclusive environment. The robust key-person system ensures that staff respond sensitively to babies' and children's needs. For example, the individual sleep and feeding routines are progressed carefully in partnership with parents. Physical development is promoted through daily access to the outdoor area. Leaders organise sports coaching to teach children ball skills. Children access fresh air and nature during weekly trips to the forest school. They relish weekly yoga, which improves their body awareness, relaxation and mental wellbeing.

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Children's welfare and wellbeing Strong standard

Children learn lifelong healthy habits. After lunch, all children enjoy independently brushing their teeth. They learn about how fruit and vegetables grow, and they benefit from an extremely healthy menu. Staff encourage children to 'dig for treasure' in their vegetable rice and discuss which vegetables they have found and how they taste. Personal safety is supported through the consistent boundaries at the setting, such as understanding how to walk down stairs safely.

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Achievement Expected standard

Children make steady progress from their starting points, including children with special educational needs and/or disabilities and those who may face barriers to their learning. Children learn self-care skills and independently wash their hands before lunch and self- serve their food onto plates.

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Achievement Expected standard

Children develop communication skills that prepare them for their next steps. For example, they follow instructions and express their wants and needs. Children lean in to listen to well- known stories and anticipate which word is next. When focusing on a robot activity, they use their hands to gesture 'left' and 'right' and count how many spaces 'up' or 'down' the robot needs to move. When the robot does not move as planned, children persevere together to correct errors. Younger children develop mathematical concepts, such as sequencing animals from smallest to biggest. Outdoors children enjoy throwing balls up high and celebrating when they catch them.

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Behaviour, attitudes and establishing routines Expected standard

Children follow the well-established routines with confidence. All staff model kindness, care and courtesy. Children learn about high expectations for positive behaviours from the outset. As a result, they behave extremely well. Older children take turns by putting their hands up during group time to express their ideas. Staff praise children frequently, and children celebrate each other's achievements. They have positive attitudes to learning, listen intently to instructions, and stay focused and engaged during planned activities. Nurturing relationships between practitioners and children underpin emotional security. Staff know children well and respond sensitively to their individual needs, particularly for babies.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate an understanding of rules and routines. For example, they line up at the bottom of the stairs when it is time to go inside. Older children demonstrate an understanding of how to stay safe. For example, they know only one child is allowed on the trampoline at a time and patiently wait their turn. Leaders have close partnerships with families and ensure that they understand the importance of consistent attendance to support the children's progress. Leaders help families overcome barriers to attendance to ensure that children can benefit from a nursery routine, particularly disadvantaged children.

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Curriculum and teaching Expected standard

Leaders have established a highly ambitious curriculum where children are taught through well-sequenced planned activities. Children who speak English as an additional language are supported with the use of gestures, picture cards and one-to-one interaction. Leaders have strengthened staff's practice, and they continue to focus on language development. Staff introduce new vocabulary through stories, group times and interactions. However, at times, practitioners are inconsistent in allowing children enough time to respond to questions. This limits children's ability to develop confidence in their thinking skills. Mathematical language is embedded consistently. For example, older children are taught to measure with string, cubes and rulers. Younger children learn to count through rhymes and songs.

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Curriculum and teaching Expected standard

The curriculum is typically adapted to meet children's needs. However, at times, children are not allowed enough time to lead their own play and explore without interruption. More child- led opportunities would allow children to further develop their curiosity and creativity. Generally, the curriculum offers opportunities in all areas of development. Babies have opportunities to pull themselves up on furniture, which helps develop the muscles needed for walking. Outdoors, children have access to a trampoline and obstacle course to promote strength and muscle growth.

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Inclusion Expected standard

Leaders have established an inclusive environment where all children feel respected and welcomed. Leaders swiftly identify when children may need additional support, and they make the appropriate referrals to partner agencies. Leaders work with specialists and external agencies, such as occupational therapists, speech and language therapists and other health professionals, to share information and ensure that barriers are reduced for all children. Staff respond to recommendations and follow them in practice to support children's targets. For example, they implement one-to-one targeted interventions and use visual timetables and sign language.

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Inclusion Expected standard

Staff have high expectations for all children. Children with special educational needs and/or disabilities (SEND) and those who face other barriers to learning, such as speaking English as an additional language, are included in all aspects of nursery life and make good progress from their individual starting points. Leaders create a tailored and flexible curriculum and thoughtfully design the space to meet children's individual needs. Leaders work with parents to share strategies to create a consistent approach for children. Leaders know how to use funding to reduce barriers for children with SEND, such as by offering experiences and trips to help them transition to school.

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Leadership and governance Expected standard

Leaders have taken swift actions since the previous inspection to ensure that all staff know how to support their key children's next steps effectively. Leaders are passionate and invest time in research to support continuous improvement. Leaders ensure that staff training is kept up to date, including paediatric first aid, and staff demonstrate secure knowledge of safeguarding processes and reporting routes. Leaders understand that there are some areas of weaker practice in teaching and have an action plan to strengthen these. Staff have received training on high-quality teaching interactions, which is having a positive impact on the children. However, this could be developed further. Leaders understand the importance of staff supervision to ensure their suitability.

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Leadership and governance Expected standard

Leaders make choices for children that support their overall wellbeing. Leaders work with external professionals to secure the support children need, such as specialist advice for children with special educational needs and/or disabilities. Managers support staff wellbeing and have dedicated staff meetings and training to share good mental health practices and self-care. Leaders form positive relationships with parents. Parents value the setting's communication and say they are kept informed about their children's activities.

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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

The nursery is a warm and welcoming place where children feel happy and settle in quickly. Staff build secure relationships with children and their families. As a result, babies and children benefit from staff who know their individual personalities and care needs well. Cuddles, praise and reassurance help children feel safe, secure and confident. Children are very well behaved and understand the expectations of the setting. Children learn how to be respectful, caring and tolerant towards others. For example, they frequently visit a local care home to sing songs with the residents. Staff encourage good manners, and children learn to be polite, courteous and kind. For example, they take turns on a trampoline by independently counting 10 bounces each and then swapping. Children benefit from a broad curriculum. Staff plan activities to support children's next steps and individual plans of children with special educational needs and/or disabilities. This means all children make

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

progress from their individual starting points. Children enjoy weekly yoga, forest school and sport coaching sessions. As a result, they benefit from strengthened physical skills.

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

Children are generally prepared for school. They independently wash their hands and pour themselves drinks from water dispensers. They serve their own food, manage personal hygiene routines, and take responsibility for their environment. Children become increasingly independent and show pride in their achievements as they carry out tasks for themselves. For example, they successfully build a tower with bricks and inform staff that it is a 'hotel'. Parents receive regular updates about their child's learning and development. They say they choose to travel further to allow their children to attend this unique home- from-home style setting over others that are closer. Staff ensure that parents understand the importance of regular attendance so that children benefit from the continuity.

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About this setting

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

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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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Next steps

Leaders should ensure that children are consistently allowed sufficient time and opportunity to respond to questions, enabling them to think, articulate ideas, and extend their understanding. Leaders should target training and coaching for staff more precisely to address inconsistencies in teaching. Leaders should ensure that children are provided consistent child-led opportunities to develop their curiosity and creativity during play.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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. This data is from 12 March 2026

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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. 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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