Millies House Nursery And Preschool

Millies House Nursery And Preschool

Unique reference number (URN): EY539840 Address: Distillery Lane, Fulham Reach, LONDON, W6 9PL Type: Childcare on non-domestic premises Registered with Ofsted: 11/05/2017 Registers: EYR, CCR Registered person: South West London Nursery Company Limited

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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 Expected standard

Children develop an awareness of how to keep healthy and manage their personal needs. For example, staff teach them how to keep safe from the heat. Children understand why they put hats and sun cream on to go and play outside on sunny days. They explain they do this to not get sunburnt. Children develop effective hygiene practices. They routinely wash their hands after playing and before mealtimes.

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Children's welfare and wellbeing Expected standard

Staff build positive relationships with children and their families. Children show they feel happy and confident in the care of the staff. Babies smile and stretch their arms to familiar adults. Older children call their key person to join them and play together, and are eager to show them their achievements.

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Children's welfare and wellbeing Expected standard

Children are provided with healthy and balanced meals and have daily opportunities to enjoy fresh air and exercise. Older children develop their physical skills, enjoying running, jumping and sliding in the well-equipped garden. Babies have opportunities to pull themselves up to stand and are encouraged to take their first steps.

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Children's welfare and wellbeing Expected standard

Staff provide calm and flexible sleep routines. They gently talk to babies while preparing them for their nap and allow them to wake up naturally. This supports babies' individual needs. Staff follow safe sleeping practice and monitor children while they rest.

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Achievement Needs attention

Children show a love for outdoor learning and secure physical skills, such balance and coordination, when playing in the setting's garden. Younger children enjoy walking up and down bridges, while older children pedal on tricycles and climb apparatus. However, due to weaknesses in practice, their learning is not extended as much as it could be and it is sometimes interrupted. As a result, children, including those who face barriers to learning, do not always build effectively on what they already know. Consequently, progress is not consistently secure across all areas of learning.

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Achievement Needs attention

Overall, children make some progress from their starting points. They develop confidence and are effective communicators. For example, they are eager to greet visitors and share their thoughts with them. Children invite staff to join them in activities, such as when playing with tractors at the sand tray.

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Behaviour, attitudes and establishing routines Needs attention

Staff are not consistent in how they manage children's behaviour. They do not always establish consistent boundaries to support children to understand what is expected from them. Some staff do not have the necessary skills to tackle unwanted behaviours yet. For example, staff ask children to stop running in the classroom, when children refuse staff do not address this swiftly. As a result, some children do not learn the impact that their behaviour is having or appreciate the consequences of their actions.

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Behaviour, attitudes and establishing routines Needs attention

The organisation of the daily routines sometimes hinders children's behaviour. At times, transitions between activities take too long and children lose interest. For example, children wait too long while lining up to go back indoors, which results in them becoming restless.

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Behaviour, attitudes and establishing routines Needs attention

Relationships between staff and children are positive. Staff are kind and respectful and form warm bonds with children. Babies seek out staff for reassurance and to share cuddles. Older children are eager to share their ideas with familiar adults.

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Behaviour, attitudes and establishing routines Needs attention

Leaders encourage punctuality, monitor attendance and swiftly follow up concerns. They work with parents to support their understanding of the importance to bring their children regularly and on time. This helps children to build suitable habits for the future.

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Curriculum and teaching Needs attention

Children are happy to arrive at the setting and keen to engage in activities of their choice. Leaders attempt to create a curriculum that covers all areas of learning and supports children's development, both indoor and outdoor. However, the implementation of the curriculum varies across the age groups. Additionally, staff's interactions to support children's learning are variable. Therefore, children, including those with special educational needs and/or disabilities, are not always engaged in meaningful learning opportunities. Leaders' ambitions to improve this are appropriate. However, their plans for improvement are not fully embedded yet.

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Curriculum and teaching Needs attention

Children generally have access to activities that extend their learning. For example, babies explore open-ended resources, which promote their curiosity and language skills. Older children enjoy mark making and painting. There is a positive focus on promoting communication and language, with books and songs incorporated into the daily routine. Children's physical development is promoted well. For example, they have opportunities to run freely, climb and balance in the garden. Children manipulate play dough and complete threading activities that support their small-muscle development.

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Inclusion Needs attention

There is a general inclusive culture. However, leaders have not ensured yet that all staff consistently adapt their teaching appropriately. Leaders identify children who need additional help and know the strategies they want staff to use to support children with barriers to their learning. However, they do not provide enough guidance to staff to ensure they use these strategies consistently. As a result, some children do not always get the help they need to fully take part into activities or receive targeted play opportunities. This limits the progress of some children, including those with special educational needs and/or disabilities.

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Inclusion Needs attention

Leaders understand how to use additional funding to support disadvantaged children. For example, they would use funds to purchase resources to provide tailored support for children or to organise outings that would provide children with experiences they might not access elsewhere.

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Leadership and governance Needs attention

Leaders acknowledge that there are areas of the setting that need improvement. They have plans for development, but these have not been fully implemented yet to improve children's outcomes. This means that children do not always benefit fully from their experiences at the setting.

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Leadership and governance Needs attention

Although leaders conduct regular staff supervision, this is not sharp enough to enable staff to receive meaningful feedback. Staff benefit from some professional development, such as in mandatory subjects like safeguarding. However, leaders do not target staff training well enough for it to drive changes. This limits improvements in practice, including in regard to behaviour strategies and consistently high-quality interactions.

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Leadership and governance Needs attention

Leaders have introduced systems to ease the workload for staff. For example, they are given out of classroom time to complete observations and individual plans. However, these measures are still in their infancy.

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Leadership and governance Needs attention

Leaders and staff communicate well with parents on a daily basis and through more formal opportunities. Parents praise the loving and caring staff and report their children thoroughly enjoy their time at the setting.

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

Teaching is variable across the setting. Therefore, children do not consistently benefit from high-quality learning opportunities in all areas of learning. For example, while children enjoy taking care of the seeds they planted and checking if the soil is dry before watering them, these experiences are not consistent across the setting and throughout the day. Leaders have not yet provided the necessary guidance to support all staff members to effectively implement the curriculum and extend children's learning. As a result, children are not consistently engaged in high-quality interactions that support them to achieve their next stage in their learning and outcomes are uneven. Staff are aware of children's individual needs, such as those who speak English as an additional language and children with special educational needs and/or disabilities. However, they do not always consistently apply targeted plans that enable all children to have the same access to the curriculum. This

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

Children, overall, behave well. However, effective strategies to address unwanted behaviours are not consistent and do not fully support children to understand what is expected from them. At times, when routines do not run smoothly and children do not receive the guidance they need, their behaviour deteriorates.

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

Although there are areas for improvement in the curriculum, some aspects of it work well. For example, children develop independence and effective physical skills. They spontaneously help tidy up their plates after lunch. Children like to spend time outdoors, where they enjoy energetic play and parachute games with staff and their peers. This helps them to develop some skills in readiness for school.

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

Children confidently arrive and are greeted by kind and welcoming staff. They are keen to explore and leave their parents with ease. Children form warm bonds with staff and enjoy attending the setting. Older children talk with staff about what they want to do next. Babies show attachment to their key person. This helps them feel safe and secure.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure staff improve their knowledge of how to implement consistent strategies to manage children's behaviour and set clear expectations that are understood by the children 26/06/2026

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Action Completion Date

ensure the curriculum is ambitious and that there are frequent and high-quality interactions between adults and children to extend children's learning and support their progress further 26/06/2026

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Address:

Distillery Lane Fulham Reach LONDON W6 9PL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: South West London Nursery Company Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Action Completion Date

improve transition times to ensure children are fully supported and do not have to wait too long between activities 26/06/2026

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Action Completion Date

target support more precisely and ensure staff receive relevant coaching, guidance and training to help them to improve their teaching 26/06/2026

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About this inspection

The inspector spoke with leaders, practitioners, parents 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. Local authority: Hammersmith & Fulham

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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. 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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