Little People of Fulham Palace

Little People of Fulham Palace

Unique reference number (URN): 2814613 Address: 726-728 Fulham Road, Little People of Fulham Palace, London, SW6 5SF Type: Childcare on non-domestic premises Registered with Ofsted: 14/10/2024 Registers: EYR Registered person: Little People Nurseries 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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Achievement Strong standard

All children, whatever their starting points, achieve very well in their learning and development. They count confidently to 10 and beyond and use mathematical language to describe size and shape. Children are confident communicators who learn new words rapidly. Babies quickly move from babbling to saying single words. All children develop a great love of books. Children demonstrate excellent independence skills. They peel and prepare their own fruit snacks and serve themselves at mealtimes. Babies feed themselves with spoons and forks and learn to drink safely from beakers. They learn to walk steadily and confidently, while older children enjoy climbing across and balancing on fallen trees. All children gain excellent foundational skills that help to prepare them for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Children, from the youngest age, learn how to be kind to others. For instance, staff invite children to play with one another during outdoor activities. They act as role models for sharing as they distribute water toys fairly and equally among the children. Children patiently wait for their turn to serve themselves at mealtimes.

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Behaviour, attitudes and establishing routines Strong standard

Staff manage children's behaviour very successfully. They use a range of highly effective strategies with necessary adjustments for children with special educational needs and/or disabilities, and other vulnerable children. For example, staff analyse children's behaviour to see if there is anything that acts as a trigger and then work with that information to manage children's behaviour successfully.

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Behaviour, attitudes and establishing routines Strong standard

Staff share group rules with children, such as to be kind and respectful to each other. They use praise well to promote children's positive behaviour. Children act in very positive ways. They play cooperatively together as they create stories together in the mud kitchen in the garden. Staff talk to parents and carers about the value of regular attendance on children's progress and how it helps them for school routines.

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Children's welfare and wellbeing Strong standard

Staff provide comprehensive ways for children to learn about emotions and how to handle them. For example, they use organised games and visual resources to help children to examine a wide range of emotions. Staff use stories and informative discussions to teach children how to manage different emotions, such as conflict. This helps children to learn how to regulate their emotions very successfully.

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Children's welfare and wellbeing Strong standard

Staff prioritise children's safety. They carry out robust risk assessments, indoors and outdoors, to remove any risk of hazards. Staff teach children how to act in safe ways. For example, they teach children about road safety and to be wary of dogs they do not know. Staff ensure that children are closely supervised at meal and snack times and when they sleep. They ensure that children are seated securely and remind children to finish eating food in their mouths before talking. Staff provide safe, suitable and hygienic sleeping mats for children. They physically check children as they sleep to keep them safe. This helps to protect children from harm.

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Children's welfare and wellbeing Strong standard

Staff provide healthy meals and snacks for children that meet special dietary needs. They teach children about the value of eating well and children learn to make healthy choices. For instance, children talk about how chocolate is unhealthy and that fruit and vegetables are good for their bodies. This shows that children make healthy choices. Staff share government guidance on screentime with parents and carers to help ensure that children use screens safely.

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Curriculum and teaching Strong standard

Staff provide a thoughtful and well-balanced curriculum based on the Montessori approach, blended with children learning through play. They ensure that planning for babies is well targeted to their individual needs and that they have meaningful and purposeful experiences. Staff provide regular enriching outdoor learning sessions for babies where they use nature to promote their learning in highly successful ways. For instance, staff teach babies how to draw in soil using sticks. They show them how soil changes to mud when water is added. Staff introduce and count pine cones with babies from one to 3. This provides very sensory experiences for babies while promoting their mathematical and language skills. It supports their understanding of the world very successfully.

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Curriculum and teaching Strong standard

Staff promote children's language skills well. They read stories to children, pausing for children to reflect and make comments on different parts of the story. Staff teach children ambitious vocabulary, such as 'enormous'. They ask questions to develop children's problem-solving skills. For example, staff ask children how a character in a story might resolve a situation. Children think deeply and offer very effective solutions. Staff teach children words to describe weight, such as 'heavy' as they compare the weight of stones in water. They ensure that all activities are skilfully adjusted to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. For instance, staff ensure that children gain strength in their walking skills by practising on different terrains.

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Inclusion Strong standard

Staff meticulously gather information about children in highly effective ways to determine whether children need additional help. For example, they speak with parents and carers before children start at the nursery to see if parents have any concerns about their children's development. Staff carry out regular observations and assessments, including the progress check when children are aged between 2 and 3 years, which helps to pinpoint any areas of concern. Staff act very promptly to provide the right support for children. They advise parents to contact their local doctor or health visitor for further guidance.

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Inclusion Strong standard

Staff carefully and skilfully adjust activities to meet the needs of children with special educational needs and/or disabilities (SEND), and other vulnerable children. For example, they use visual cues to support children with speech delay to understand the nursery's routines. Some staff have received specialist training in supporting children with SEND and this is used very effectively to provide care and learning to children. Staff make a positive and lasting difference to the development of children with SEND, and other vulnerable children.

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Leadership and governance Strong standard

Leaders have excellent relationships with parents and carers. Parents express high levels of satisfaction with the care and learning provided by staff. Their written comments state the nursery is a 'caring, nurturing, stimulating environment'. Parents receive detailed and thorough developmental reviews of children's progress. Leaders work successfully with parents to support children's learning. For instance, they encourage parents to borrow books from the nursery to share at home with their children to support their language and literacy development. Leaders provide presentations for parents on the effect of parents and children spending too much time in front of screens on children's development. They form links with the wider community by visiting local steam museums, and nature reserves to enrich children's learning.

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Leadership and governance Strong standard

Leaders ensure that staff are suitable for their roles by carrying out robust background checks on staff. They are wholly committed to the continual professional development of staff. For example, some staff are completing a level 3 in childcare and others have attended various courses. This includes a course on helping children to learn skills to regulate their emotions and supporting children's mathematical skills. This has led to greater understanding and practice in these areas. Leaders value each staff member and ensure that they have time away from their duties to write up planning and assessment notes. They provide free daily meals and invite staff to social events, such as day trips. This promotes staff wellbeing very successfully.

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Leadership and governance Strong standard

Leaders continuously and comprehensively evaluate all aspects of the nursery. They set ambitious goals to build ongoing improvements. Leaders robustly promote children's regular and monitor this to identify and remove any barriers to learning highly successfully.

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

Children settle very successfully at this very organised and well-resourced nursery. Parents and carers and children receive a full welcome into the nursery. They have lots of opportunities to spend time in the nursery. This helps parents to make more informed decisions about their children joining the nursery. Once children are ready to start, they benefit from a very gradual settling-in process that meets the individual needs of children particularly well. For example, staff find out lots of detailed information about babies when

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Inspector:

Jenny Beckles they start, including home care routines, preferences and comforters. They carefully incorporate children's interests into curriculum activities which leads to children thoroughly enjoying activities. Children build very close and bonds with all staff, not just their key person. This helps them to flourish in their learning and development. Children are very happy, safe and highly confident. Children are well cared for by staff and achieve well, whatever their starting points.

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Inspector:

Children are highly valued by staff, for instance, staff greet each child by name in songs every morning. Children feel appreciated and secure. They benefit from positive interactions with staff, who use warm eye contact and smile at children. Children learn about the effects of paint on paper as make prints using pretend fruit and vegetables. They confidently name the colours and shapes of prints they make and handle tools and materials with confidence. Children learn about names of different sea creatures from staff as they play in a water tray. They confidently count the number of fish in the water tray and learn about patterns on zebra fish as staff support them as they play. Staff carefully adjust curriculum activities to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children.

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Inspector:

Children are excited about learning and attend the nursery regularly. They learn how to get along with each other through high-quality experiences and teaching. All children gain valuable skills to prepare them for their next stage of learning.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff and children, and considered comments from parents and carers 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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Address:

726-728 Fulham Road, Little People of Fulham Palace London SW6 5SF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little People Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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