Nannie Annies Day Care Limited

Nannie Annies Day Care Limited

Unique reference number (URN): 2769478 Address: 2 Malmesbury Road, LONDON, E18 2NN Type: Childcare on non-domestic premises Registered with Ofsted: 09/02/2024 Registers: EYR Registered person: Nannie Annies Day Care 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 are confident and demonstrate positive attitudes towards their learning. They are excited to learn new skills, such as concentrating and persevering as they practise cutting with scissors. Children enjoy extending their learning by cutting straight, wiggly and zigzag lines. They engage happily in activities with their friends. Children show excellent listening skills and follow instructions confidently, such as finding a partner and putting on their aprons before beginning an artwork lesson. They are eager to learn new vocabulary, including words such as 'diamond', as they explore painting with shapes to create abstract art. Staff use routines, discussions and visual aids to engage all children, including those with little or no language. This approach ensures that all children, including those who face barriers to learning, make rapid progress from their starting points. Children develop

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Achievement Strong standard

independence, perseverance and a sense of enjoyment as they make their own choices during play.

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Behaviour, attitudes and establishing routines Strong standard

Staff model kindness and respect and demonstrate high expectations for all children, including children with special educational needs and/or disabilities. Staff express how they love their work. This can be seen in the deep bonds children have with staff. All children from babies through to pre-school enjoy impromptu cuddles and spending time with their key person.

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Behaviour, attitudes and establishing routines Strong standard

The nursery is a happy and purposeful environment, where children are deeply engaged in their learning. Children are confident in their routines as they know what is happening next. For example, older children are excited to help set the table for lunch and offer support to friends who need help. Children behave extremely well. They play cooperatively and understand the importance of listening and following guidance.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established highly impressive partnerships with parents and carers. They ensure children access their full entitlement and reinforce the importance of children's attendance with parents. Staff monitor children's learning rigorously, including children with individual educational plans. They consistently review children's next steps for learning and update them to ensure these are tailored to support all children to make the best possible progress.

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Children's welfare and wellbeing Strong standard

Children are learning to manage their emotions extremely well. Staff use their mindfulness training to support children when they experience deep feelings. They respond with sensitivity, acknowledging children's emotions and guiding them through calming strategies such as deep breathing. As a result, children feel secure and listened to. They become increasingly confident in using positive strategies to manage their own behaviour, including talking to staff about how they feel. Children enjoy a wide range of healthy meals and snacks. They eat well and learn which foods help them to stay healthy and strong. Menus incorporate foods from many cultures. Staff ensure children are vigilantly supervised when eating, brushing their teeth and resting. Children confidently find their own labelled beds at rest time and settle quickly to sleep as staff sit close by.

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Children's welfare and wellbeing Strong standard

Children thrive on the secure attachments with their key person, including children who face barriers to their learning. Staff's warm and caring interactions have a positive impact on the way children view themselves. For example, children's self-esteem is boosted when staff continually praise their efforts and value what they have done or have tried to achieve.

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Curriculum and teaching Strong standard

Leaders and staff deliver an exciting and purposeful curriculum designed to ensure children develop essential skills to support their next stage in learning, including their move on to school. The highly qualified staff team provide a carefully sequenced curriculum from babies through to pre-school, introducing new skills when children are ready. Staff know their key children extremely well and confidently explain how they support each child's progress. For example, older children with an interest in construction are supported to learn in other areas too. Staff skilfully introduce letters and sounds as children build with magnetic alphabet tiles. This helps them to recognise familiar print within meaningful play. Children remain highly motivated as staff consistently praise their efforts.

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Curriculum and teaching Strong standard

Staff provide high-quality teaching that extends children's communication skills. During story sessions with younger children, they skilfully use props to spark their interest and model new vocabulary. They give children time to respond and practise emerging language and consolidate their learning.

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Curriculum and teaching Strong standard

Staff plan exciting opportunities for teaching children mathematics, which they weave into everyday routines and planned teaching. Children confidently count and match objects to numbers. They use language, such as 'half' and 'quarter' when they explore how a pizza can be divided. Staff differentiate teaching for every child. This ensures that every child, including children with special educational needs and/or disabilities, make significant progress.

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Inclusion Strong standard

Staff use the graduated approach effectively to continually and consistently assess children's progress and plan for their next steps in learning. They implement well-designed support plans that ensure any gaps in learning are addressed. Leaders ensure targeted intervention is provided for families that need it most, including children who may face disadvantage or with special educational needs and/or disabilities. They use funding purposefully to meet the learning and development needs of those children who need it most. Leaders are committed to staff professional development and ongoing training and coaching opportunities. This supports staff to deliver high-quality teaching and tailored support for children.

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Inclusion Strong standard

Leaders have established inspiring initiatives to engage all parents and carers in their children's learning. They provide 'stay and learn' opportunities to enable parents to observe learning in action and participate alongside their children. In addition, a helpful programme of workshops covering topics from internet safety to early brain development supports parents' understanding of how children learn. Parents express high levels of satisfaction with the care and learning opportunities their children receive. They express how much they value the time and effort staff make to ensure their children's individual learning needs are prioritised.

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Leadership and governance Strong standard

Leaders have a clear oversight of the provision. They are committed to delivering an ambitious curriculum, continually refining and adapting to meet the needs of every child. This responsive approach ensures all children, including those who face disadvantage, make excellent progress from their starting points. Leaders prioritise staff wellbeing and workload. They provide regular high-quality supervision sessions and ensure that staff have access to personalised professional development opportunities. Staff express high levels of satisfaction with the support they receive and appreciate the focus on their wellbeing. Staff appreciate that they can take regular breaks during the day, and that leaders make reasonable adjustments to help them in their work. The impact is that staff thoroughly enjoy working at the nursery.

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Leadership and governance Strong standard

Leaders consistently reflect on their practice to drive improvements. They are proactive in carrying out monthly safety audits to monitor accidents and incidents and to identify any emerging trends. This rigorous approach ensures swift action is taken to maintain a safe and well-organised environment for all children. Parents and carers value the transparency of leaders and staff, particularly in how information about their children's care is shared. Parents report their children are nurtured and extremely well cared for. Leaders and staff are committed to safeguarding and support children to feel safe at the setting.

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Leadership and governance Strong standard

Leaders have implemented highly effective strategies to support parents' involvement in their children's learning, both at nursery and at home. Parents comment that their children are making phenomenal progress and appreciate how they can participate in 'stay and learn' sessions. These experiences help parents to feel included and confident in the quality of education and care provided.

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

Children arrive happy and confident to this nursery. They benefit from staff nurturing and caring for them extremely well. Babies' unique individual routines are valued and they sleep and eat when they are ready. Babies demonstrate they feel safe. They enjoy cuddles and being sung to when they are tired. These secure emotional attachments support babies to thrive. They are developing confidence as staff plan a stimulating range of learning experiences to support their developing independence. For example, babies who are learning to walk confidently explore outdoor learning experiences, as staff supervise them vigilantly. They are also delighted to engage in making marks and sensory play.

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

All children, including those who face disadvantage, with barriers to learning or with special educational needs and/or disabilities (SEND), have access to a highly inclusive and exciting curriculum. Children demonstrate high levels of engagement in their learning. They can concentrate and listen attentively to stories. Children can express their wishes to staff, who are skilled at adapting the curriculum to ensure all children are engaged in purposeful learning. Every child is highly valued for their individuality, including children with SEND. The impact is that all children make excellent progress.

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

Children develop fantastic social skills as they play cooperatively with their friends. They know how to share and take turns. For example, at snack time, older children are excited to help their friends pour milk and serve snacks. They understand that some friends have dietary needs. Children discuss with staff why there needs to be vigilance when serving egg as some of their friends are allergic. Children are animated in their discussions as they are encouraged to talk and enjoy this social experience.

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

Leaders have established highly effective partnerships with parents and carers. This includes sharing the importance of regular attendance and the positive impact this has on children's future outcomes.

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Next steps

Leaders should build on inclusive practice by embedding high-quality staff training in special educational needs and/or disabilities, to deepen all staff's expertise and help them to continue to apply inclusive approaches.

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About this inspection

The inspector spoke with leaders, staff, children and 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:

Type: Childcare on non-domestic premises

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Address:

Registered person: Nannie Annies Day Care Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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1 to 4

The inspection started on 27 May 2026. It was paused in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy. Inspectors returned on 31 July 2026 to complete 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

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

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