Faith & Love Nursery

Faith & Love Nursery

Unique reference number (URN): 2707430 Address: The Apostolic Church, Oakleigh Avenue, Edgware, HA8 5DT Type: Childcare on non-domestic premises Registered with Ofsted: 17/01/2023 Registers: EYR Registered person: Faith & Love Nursery 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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Achievement Expected standard

Children typically make appropriate progress across all areas of learning from their starting points and develop the age-appropriate knowledge and skills needed for their next stage. They develop communication skills, particularly those who speak English as an additional language. For example, children typically use single words and short phrases during role play to express their needs and ideas.

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Achievement Expected standard

Children with special educational needs and/or disabilities are supported to engage in learning and develop key skills. They typically take part in sensory experiences, such as making play dough, which support communication and physical development. They respond positively to consistent strategies, including visual prompts and flash cards.

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Achievement Expected standard

Younger children typically develop physical skills and build independence. For example, they use gardening tools to scoop soil and plant potatoes. Older children show growing confidence in early literacy and self-care, such as recognising their names and managing aspects of daily routines. Overall, children typically gain the essential knowledge and skills needed for their next stage in learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established clear expectations for behaviour, which are understood and consistently reinforced by staff. This supports a consistent approach across the setting and helps children understand routines and expectations. Children respond positively and demonstrate appropriate behaviour for their age.

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Behaviour, attitudes and establishing routines Expected standard

Staff build positive relationships with children. They model respectful interactions and use praise to encourage participation and cooperation. For example, children are supported to take turns and share during play, helping them develop social skills, confidence and a sense of belonging. Overall, children show positive attitudes to learning. They engage in activities, particularly when experiences are well matched to their interests. Occasionally, opportunities for children to have a go independently before adults offer support are not always maximised, which can affect engagement and participation. Staff support children to regulate their emotions using visual prompts and calm guidance, helping them develop self- control and begin to build confidence in their play. Routines are generally secure and support children's sense of safety. However, some large-group times are not always well matched to the needs of younger children.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is promoted appropriately, helping children develop familiarity with routines. Inclusive approaches ensure that quieter children and those with special educational needs and/or disabilities are supported to participate through targeted interactions and adapted activities.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's welfare and wellbeing and ensure that appropriate systems are in place to support consistent care. Staff know children well and respond sensitively to their individual needs, particularly during transitions such as settling in. For example, younger children who initially become distressed are comforted through close physical reassurance and calm interactions, helping them to settle and feel safe.

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Children's welfare and wellbeing Expected standard

Children form secure attachments with staff. Staff follow children's home routines, including sleep and feeding, which supports continuity of care and helps children feel secure and confident in the environment. For example, babies are supported by their key person, who remains responsive to their cues and provides consistent care.

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Children's welfare and wellbeing Expected standard

Children's physical and emotional wellbeing are supported through daily routines. Staff model safe practices during mealtimes, such as sitting while eating and using utensils appropriately. They support children to manage their feelings using visual prompts and quiet spaces in the setting, helping children to regulate their emotions.

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Children's welfare and wellbeing Expected standard

Inclusive practice is well established. Staff adapt care and routines to meet individual needs, including those of children with special educational needs and/or disabilities (SEND) and children who speak English as an additional language. For example, visual supports and close supervision during routines ensure that all children, including those with SEND, can participate safely. Overall, children feel safe and well cared for. However, routines are not always fully adapted to meet the needs of younger children, particularly during longer group times.

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Curriculum and teaching Expected standard

Leaders have a clear overview of the curriculum and have taken appropriate steps to improve its implementation since the last inspection. They have prioritised staff training to strengthen interactions and support a more consistent understanding of learning intentions across the setting. Leaders monitor practice and provide ongoing guidance to support improvements in teaching.

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Curriculum and teaching Expected standard

The curriculum is designed to reflect children's needs and interests. For example, there is a clear focus on communication and language for younger children and those who speak English as an additional language, while older children are supported to develop early literacy skills in preparation for school. This means the curriculum is broadly matched to children's starting points and supports their development across the areas of learning.

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Curriculum and teaching Expected standard

Staff provide purposeful learning experiences. For example, during a planting activity, staff model step-by-step processes and introduce new vocabulary, helping children to understand sequencing and develop language. Teaching is generally adapted to meet children's needs, including the use of simple language for younger children and more complex questioning for older children. This means that most children are supported to engage and develop their knowledge and skills.

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Curriculum and teaching Expected standard

The curriculum is inclusive. Staff adapt activities and use visual supports to help children with special educational needs and/or disabilities and those who speak English as an additional language to access learning alongside their peers. However, opportunities for children to develop a 'can-do' attitude, confidence and resilience are not always fully promoted. At times, adults intervene too quickly or complete tasks for children. In addition, some group times are not consistently well matched to the needs of younger children, which means their concentration and engagement are not always sustained.

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Inclusion Expected standard

Leaders identify children's needs quickly and take appropriate action to reduce barriers to learning. They gather detailed information from parents from the outset and use this to plan support, particularly for children who are new to the setting or who speak English as an additional language.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) are supported appropriately. Staff use visual timetables, flashcards and structured approaches, such as small-group sensory sessions, to support communication and engagement. Leaders work in partnership with external professionals, including early years advisors and speech and language services, to ensure that strategies are informed and relevant.

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Inclusion Expected standard

Leaders have a clear understanding of the needs of disadvantaged children and those facing barriers. They adapt activities so that children are supported to participate. For example, for children with SEND, planning sensory and water-based experiences that reflect their interests helps them remain involved and develop confidence.

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Inclusion Expected standard

Staff use a step-by-step approach to support children, reviewing their progress regularly and adapting strategies where needed. This means that children facing barriers to their learning, including those with SEND and those who speak English as an additional language, are included and make progress from their starting points.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and priorities. Since the last inspection, they have taken appropriate action to improve the quality of teaching and staff interactions. For example, leaders have accessed external training, including local authority support and training on high-quality interactions, to strengthen practice. This has supported staff to better understand learning intentions and children's development.

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Leadership and governance Expected standard

Leaders monitor practice regularly. As a hands-on leader working to balance ratios of staff to children, the manager carries out ongoing checks of teaching and the environment, helping to identify quieter children and ensure they are included. Improvements have been made to the learning environment, particularly outdoors and in role-play areas, to better reflect children's interests and support engagement.

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Leadership and governance Expected standard

Leaders support staff through regular supervision, training and professional dialogue. Supervision sessions are used to review children's progress, reflect on practice and identify development needs. Staff have accessed training in areas such as safeguarding, communication and supporting children with special educational needs and/or disabilities. Leaders recognise that staff knowledge in supporting and managing routines can be further strengthened to promote greater consistency. Staff wellbeing is considered. Leaders create an open and supportive culture where staff feel comfortable to share ideas and reflect on their practice. This contributes to a positive team environment and supports ongoing improvement.

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Leadership and governance Expected standard

Partnerships with parents and the wider community are well established. Leaders communicate regularly with families through daily discussions and online systems, helping parents feel informed and involved. They also engage with external professionals and the local community, including accessing support from local authority services. Overall, leadership supports continuous improvement, although further refinement of teaching practice and routines is needed to fully embed consistency.

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

Children settle into a welcoming and inclusive environment where they form secure relationships with staff. For example, some children who initially find separation from their parents difficult are supported through consistent routines and nurturing interactions, helping them to feel safe, settled and increasingly confident to explore the environment independently. Children, including those who speak English as an additional language and those children with special educational needs and/or disabilities, are supported through familiar language, visual prompts and responsive interactions. This helps them to understand expectations, communicate their needs and learn alongside their peers. Families are welcomed and contribute to children's learning. Staff share information regularly and gather knowledge from home, supporting continuity of care and helping children feel secure and valued.

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

Children achieve well from their starting points. They enjoy meaningful experiences, such as planting and sensory play, where they develop communication and language, physical skills and their understanding of the world. Staff build on children's interests, for example linking play dough to familiar stories, which supports recall and deepens learning. Children gain confidence, use new vocabulary and practise skills, helping them to be prepared for their next stages in learning.

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

Children demonstrate positive behaviour and attitudes. They take turns, share resources and respond to clear expectations. They are supported to manage their feelings through calm guidance, and they develop self-regulation. They cooperate with others during play, helping them to feel part of the setting. Children show increasing independence, for example serving food, pouring drinks and using cutlery.

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Address:

The Apostolic Church Oakleigh Avenue Edgware HA8 5DT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Faith & Love Nursery Ltd Children attend regularly, helping them build routines and feel secure. Daily routines generally support their safety and wellbeing. Children feel safe, are well cared for and their individual needs are recognised, enabling them to participate, build confidence and begin to make steady progress.

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Next steps

Leaders should review routines and reduce the amount of time children sit to ensure they support younger children's concentration and focus during large-group activities. Leaders should support staff to balance adult-led teaching with child-initiated play, encouraging children to have a go independently and sustain engagement so they build confidence and make the progress they are capable of.

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About this inspection

The inspector spoke with the nominated individual, 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. Register(s): EYR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday : 07:30 - 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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