Wetherby Pembridge Minors

Wetherby Pembridge Minors

Unique reference number (URN): 2797121 Address: 27 Edge Street, London, W8 7PN Type: Childcare on non-domestic premises Registered with Ofsted: 08/07/2024 Registers: EYR Registered person: Alpha Plus Group 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

Children achieve extremely well across the setting. They make solid progress from their starting points, including those with special educational needs and/or disabilities. Leaders track progress closely and meet with teachers to review children's progress, ensuring that teaching is targeted and responsive. Parents and carers consistently report that their children grow rapidly in confidence, independence and communication skills.

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Achievement Strong standard

Children show great joy in their learning and approach activities with enthusiasm and curiosity. Their listening skills flourish as they follow instructions carefully during everyday routines and play. Children understand and uphold the setting's promises of try, share, listen, be kind, be polite and be patient. They demonstrate these values respectfully throughout the day.

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Achievement Strong standard

Children are skilful and confident communicators. They happily share their thoughts, feelings and needs, and staff are swift to support them. Children show superb social skills. They interact well with others and develop strong bonds with friends and staff. They take turns and share without adult support.

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Behaviour, attitudes and establishing routines Strong standard

Children consistently show positive attitudes to learning and demonstrate a clear understanding of the high expectations for behaviour that are set by the staff. Older children show strong awareness of personal space and respectful behaviour. For example, one child said, 'No, thank you' when another came too close. Staff praised and reinforced this positive communication.

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Behaviour, attitudes and establishing routines Strong standard

Staff are effective role models who show kindness and respect, offering frequent praise and encouragement for children's achievements. Secure routines help children feel safe and confident about what will happen next, and children take great pride in being recognised for their good sharing and good listening. Staff also use calming strategies, such as 'breathing like a shower' or 'mountain breathing', to help children regulate, listen and prepare for the next activity. All children engage fully in these routines, demonstrating strong self-regulation, turn-taking and readiness to learn.

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Behaviour, attitudes and establishing routines Strong standard

Leaders carefully monitor attendance so that children benefit fully from their experiences at the setting. From the start, they explain to parents and carers the importance of arriving on time and of notifying the setting of any absences. They follow up with families and offer support where needed.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a core priority. Leaders ensure that all staff understand how to support them effectively. Staff know children remarkably well and create a nurturing environment where children feel safe, valued and understood. From their very first days in the setting, children are welcomed warmly and supported through sensitive settling-in routines. This helps them build secure attachments with their key person. Staff are highly attentive to children's emotional needs and respond promptly when children seek comfort, reassurance or guidance.

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Children's welfare and wellbeing Strong standard

Staff help children develop healthy habits through consistent modelling and daily routines. They support children to wash their hands effectively and talk to them about making healthy choices during snack and mealtimes, sharing nutritious menus with families to reinforce these messages at home. Children, including children with special educational needs and/or disabilities, benefit from regular physical activity, including visits to local parks and participation in forest school sessions. These experiences strengthen children's physical development, enrich their learning and deepen their understanding of the natural world. Through this balanced approach, children learn how to look after their bodies, stay active and make positive choices that support their health and wellbeing.

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Curriculum and teaching Strong standard

Leaders place a strong emphasis on delivering a high-quality curriculum and consistently strong teaching across the setting. Staff know children's interests well and use this knowledge to plan learning experiences that motivate and engage them. Interactions are frequent and purposeful, consistently building on what children know and can do. As a result, teaching is highly effective and supports children to deepen their knowledge, skills and understanding. Staff model rich vocabulary and deepen children's language through meaningful conversations, encouraging them to express themselves with confidence. Real- life experiences, such as bus trips, supermarket visits and outings to the post office to post letters home, further enrich the curriculum and strengthen children's understanding of their community and the wider world.

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Curriculum and teaching Strong standard

Staff are nurturing and highly attuned to children's emotional needs. They build warm, trusting relationships and teach children the language they need to understand and express their feelings. As a result, children develop strong personal, social and emotional skills and learn to manage their behaviour with increasing confidence and independence. Physical development is woven through daily routines and play, with children developing both small and large physical skills through purposeful activities such as making marks with different implements, using construction materials to connect, outdoor exploration and self-care routines.

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Curriculum and teaching Strong standard

Children experience mathematics meaningfully throughout the day. Staff weave early number skills into familiar routines, for example encouraging children to count pieces of fruit at snack time and use language such as 'more' or 'less'. Daily routines are used skilfully to deepen children's understanding of numbers, patterns and problem-solving. These opportunities help children develop strong mathematical awareness.

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Inclusion Strong standard

Leaders prioritise early identification and ensure that children's needs are recognised and supported through a well-structured graduated response. Staff know children extremely well and adapt the provision so that every child can access all aspects of curriculum. Children with special educational needs and/or disabilities and other children that face barriers to learning are fully included in the life of the nursery and make secure and sustained progress from their starting points.

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Inclusion Strong standard

Staff implement targeted strategies with precision, working with external professionals such as speech and language therapists, inclusion advisers and early help teams. The detailed assessment and reporting procedures allow staff to set personalised targets for children. Staff meet regularly to discuss children's progress and, in turn, assess the impact of their own teaching on children's learning. Parents and carers speak highly of the support they receive and the visible progress their children make.

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Inclusion Strong standard

Leaders ensure that all children receive consistently high-quality care by maintaining clear expectations and monitoring the setting. Children who speak English as an additional language benefit from language strategies. Staff skilfully model language, provide visual cues, use Makaton, label resources clearly and incorporate words from children's home languages. As a result, children confidently use vocabulary and join in songs and routines.

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Leadership and governance Strong standard

Leaders have a clear and ambitious vision, underpinned by consistently high expectations for every child. They uphold high standards to ensure that all children achieve, thrive and feel a strong sense of belonging. This ethos is evident across the setting, where leaders model high aspirations and create an environment in which children are happy, confident and eager to learn.

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Leadership and governance Strong standard

Leaders know the setting remarkably well and have an accurate understanding of its strengths and priorities, ensuring that improvement work is sharply focused and sustained. Since their registration, leaders have concentrated on building team cohesion, strengthening consistency and embedding a robust curriculum.

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Leadership and governance Strong standard

Governors work constantly well in partnership with leaders to reduce workload, promote staff wellbeing and strengthen staff expertise. They invest in high-quality resources that enhance children's learning and are committed to continually improving their offer for families and the local community, as well as ensuring that any new decisions place staff wellbeing with high importance.

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Leadership and governance Strong standard

Partnerships with parents and carers are extremely well established, for instance through daily conversations, termly meetings and family events that help parents feel supported and a part of the nursery community. Families are very positive about the communication they receive and how well leaders and staff work with them.

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

Children are extremely happy in this setting, and their wellbeing is given the highest priority. Staff are consistently attentive and kind, offering warm, nurturing interactions to all children, including those with special educational needs and/or disabilities. Children form secure and trusting bonds with staff, which helps them feel safe and confident. They talk openly about their experiences and family life, knowing that staff listen with genuine interest. As a result, children develop a real sense of belonging and achievement.

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

Younger children confidently recall familiar stories, such as 'The Three Little Pigs', demonstrating strong early communication and language development. They join in with familiar songs that are chosen to extend learning. These routines build children's confidence, strengthen early literacy and deepen their understanding of the world. Staff skilfully use these moments to introduce meaningful discussions, such as talking about the importance of looking after our planet, enabling children to make connections and think critically about the world around them. Older children engage deeply in imaginative play, such as setting up a vet surgery. They make notes about animals using pens and paper, bandage soft toys, apply plasters and take temperatures. Children interact confidently with one another, negotiating roles and sustaining their play for extended periods. Staff sensitively join in to keep the play purposeful and rich, supporting children's communication

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

and language, small physical skills, imaginative thinking and their understanding of the wider world.

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

Children thrive in this setting and achieve extremely well. Each child has an identified key person that parents and carers speak confidently with about their children's next steps in learning. Staff work collectively to assess children's progress and identify precisely what they want children to learn next. Children are very well prepared for the next stage in their learning. Parents report that transitions into the Reception Year class are managed highly effectively, with a robust focus on developing children's communication, confidence and independence.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspectors spoke with leaders, the designated safeguarding lead, the special educational needs coordinator 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

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Alpha Plus Group Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:15 - 15:50

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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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2 to 4

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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