Monkey Puzzle Greenford

Monkey Puzzle Greenford

Unique reference number (URN): 2627742 Address: Little Einsteins Nurseries Ltd, Unit C, Tillermans Court, Grenan Square, Greenford, UB6 0FT Type: Childcare on non-domestic premises Registered with Ofsted: 03/02/2021 Registers: EYR Registered person: Little Einsteins Nurseries Ltd

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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

Children's welfare and well-being are central to the setting's approach. Staff know each child very well, responding thoughtfully to individual needs, including dietary requirements, sleep patterns, and communication preferences. The key person system ensures every child has a warm, consistent adult who provides emotional security, even when their primary key person is not present, helping children feel safe, valued, and understood.

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Children's welfare and wellbeing Strong standard

Practical routines enable children to develop noteworthy independence and life skills from a very young age. Even toddlers confidently pour drinks from jugs, serve themselves snacks, wash hands, hang up coats, and help tidy the room. Staff also support children to brush their teeth once a day at the setting, helping them build healthy habits that become part of their everyday routine.

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Children's welfare and wellbeing Strong standard

Children are confidently encouraged to recognise, express, and manage their emotions. For example, babies explore mirrors while staff use a sign system to label expressions and feelings, helping them begin to understand emotions. Older children draw pictures of how they are feeling, and staff engage them in conversations about this. Transitions, such as moving between rooms or responding to family changes, are handled sensitively and thoughtfully with visual aids, roleplay, and familiar routines. Through this nurturing, responsive, and inclusive approach, children thrive emotionally and socially, developing the confidence, independence, and resilience they need to succeed now and in the next stage of learning.

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Inclusion Strong standard

Leaders and staff are highly effective at identifying when children need extra support. They use careful observations, early assessments, and regular conversations with parents to build a detailed understanding of each child. For example, they quickly recognise when children need support with communication or confidence and respond with well-targeted strategies such as one-to-one interactions, visual aids, and familiar songs. They also allow children time to settle before making decisions, ensuring support is based on a secure understanding of their needs. Children with special educational needs and/or disabilities (SEND) benefit from highly personalised approaches, including sensory activities and guidance from specialists such as speech and language therapists, which enables them to access learning alongside their peers. Staff attend relevant training and implement strategies to improve practice to support children with SEND.

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Inclusion Strong standard

Children's progress is closely monitored and reviewed, with staff adapting support promptly to ensure it remains effective. Key persons, supported by leaders, regularly assess what is working well and make changes where needed. This results in clear and sustained progress, with children becoming more confident, developing communication skills, and gaining independence in everyday tasks. Robust partnerships with parents and professionals further strengthen support. Funding is used strategically to provide additional resources and staffing where it will have the greatest impact. Leaders As a result, all

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Expected standard

children are fully included, well supported, and make robust progress from their starting points.

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Achievement Expected standard

Children make good progress from their starting points across all areas of learning. They develop communication skills quickly, including learning English for children who are learning English as an additional language, using new words in songs, stories, and everyday activities. Children gain independence in practical tasks, such as pouring drinks, tidying up, managing personal care, and using tools safely during play and cooking. Those with special educational needs and/or disabilities receive extra support, enabling them to join in with group activities, build confidence, and develop social skills. They make meaningful progress, such as learning to walk and using tools. Generally, children are engaged and develop the ability to focus. They are ready for the next stage of learning, including moving to school, because they learn to work with others, understand routines and grow in confidence in being

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Behaviour, attitudes and establishing routines Expected standard

Children are supported to develop positive behaviour and social skills in a calm and caring environment. Staff encourage children to share, take turns, and use polite language, modelling actions such as saying 'please' and 'thank you' during everyday routines. Children are reminded to be kind to others and supported to apologise when needed, helping them develop empathy, self-regulation, and positive relationships with peers. Children have warm and trusting relationships with staff, who know their interests and needs well. This helps children feel secure, confident to join in activities, and supported when facing new challenges or transitions.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to cooperate and collaborate through structured play and group activities. Staff model turn-taking using timers and visual cues, reinforcing positive behaviour and supporting children's focus. However, during some group sessions, expectations are not always made clear to children. Some children are told to sit while others are allowed to stand, and rules are not consistently explained at the start, which affect concentration and engagement.

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Behaviour, attitudes and establishing routines Expected standard

Leaders prioritise attendance and punctuality, communicating effectively with families to ensure children arrive on time and are able to engage fully with learning opportunities. This approach helps children develop confidence, maintain social connections, and benefit consistently from the experiences offered.

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Curriculum and teaching Expected standard

Leaders design a broad and balanced curriculum that reflects children's interests, developmental stages, and the needs of the cohort. Leaders make deliberate decisions to prioritise physical development, recognising that many children have limited outdoor space at home, and provide regular opportunities for movement, coordination, and sensory exploration.

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Curriculum and teaching Expected standard

Staff use their knowledge of child development to deliver engaging teaching through practical, hands-on experiences. They support language development consistently by modelling key vocabulary, using strategies such as sign language, and linking learning to children's experiences. For example, during water play, staff introduce words such as 'squeeze,' which young toddlers repeat and practice. Staff sing songs as children play, linking the lyrics and actions to their current activities and experiences. They also embed early mathematical concepts into play, such as counting scoops of rice, pouring water into different-sized containers, or comparing quantities during snack time. These experiences help children understand numbers, measurement, and problem-solving in meaningful contexts. Assessment is used effectively to identify next steps and adapt teaching. Staff plan targeted activities, such as developing fine motor skills through playdough or extending

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Curriculum and teaching Expected standard

vocabulary through sensory play, ensuring children build on what they already know. However, in some instances, staff are not fully clear on the intended learning for activities. For example, activities are occasionally planned based on children liking a colour rather than a specific skill.

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Leadership and governance Expected standard

Leaders are reflective and review the setting thoughtfully, generally identifying meaningful ways to drive improvement that enhance inclusion, engagement, and children's day-to-day experiences. Since the last inspection, they have strengthened the learning environment and strengthened the quality of staff practice, leading to more consistent, responsive interactions across rooms. Improvements to how staff gather and use children's personal information mean the key person approach is now more securely embedded, helping children feel settled, known, and well supported throughout the day.

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Leadership and governance Expected standard

Staff benefit from regular supervision, mentoring, and well-targeted professional development. Training includes high quality interactions, speech and language approaches, behaviour management, and modelling high-quality interactions. Leaders have also identified the need for more specialised special educational needs and/or disabilities training to meet the needs of the current cohort and are planning this proactively. This commitment to continuous development means staff are increasingly confident and skilled in meeting children's diverse needs. Leaders prioritise staff wellbeing through flexible arrangements, wellbeing days, and protected reflection time, helping staff sustain high-quality, attentive care.

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Leadership and governance Expected standard

Parents receive clear guidance on how to support learning at home. Staff take time to explain children's progress in practical, accessible ways, often showing parents photos, videos, or examples of children's play to demonstrate what they are learning. This two-way partnership ensures parents feel listened to, valued, and confident in the support their children receive.

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

Children arrive happy and are welcomed warmly by staff who know them well. They feel safe and settle quickly because key people understand their routines, likes and dislikes. Babies enjoy close, comforting interactions. Older children grow in confidence as they explore the environment and follow familiar daily routines. Children enjoy learning through a wide range of hands-on activities. They explore sensory materials in engaging ways, such as taking off their shoes to feel sand with their toes, pushing pasta into playdough, and washing cars with water and sponges in the pretend car wash roleplay. Outdoors, children pot and plant seeds and jump through hoops, developing coordination, strength, and physical confidence. Leaders know how to reduce barriers for children. For example, children who start at the setting unfamiliar with English quickly learn new words through songs, stories, signs, and everyday conversations.

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

Children play alongside friends, learn to share and take turns, and are supported to manage challenges. Staff encourage children to express their feelings through roleplay, group discussions, or gentle reminders to use words when they are upset, helping them develop empathy, cooperation, and self-regulation. The setting values the diverse cultures of its families. Festivals such as Eid-al-Fitr are celebrated through music and stories, and staff use knowledge of children's home experiences to have detailed conversations about how families celebrate. Home languages are consistently used during play, ensuring children feel recognised and included. Children with barriers to learning and well-being take part fully in nursery life because staff adapt activities and work closely with families and other professionals. Parents are closely involved, receiving daily updates, contributing to next steps, and borrowing books or resources from the lending library to support learning at

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

home. This helps all children make steady progress from their starting points.

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Next steps

Leaders should support staff to plan activities that focus more precisely on what children need to learn next. Leaders should explore further ways to support the high expectations of children's behaviour more effectively.

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About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

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Address:

Little Einsteins Nurseries Ltd Unit C, Tillermans Court, Grenan Square Greenford UB6 0FT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Einsteins Nurseries Ltd

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Address:

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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0 to 4

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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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

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

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