Buttercups at Chiswick

Buttercups at Chiswick

Unique reference number (URN): EY428455 Address: 38 Grange Road, LONDON, W4 4DD Type: Childcare on non-domestic premises Registered with Ofsted: 11/05/2011 Registers: EYR Registered person: Buttercups Nursery 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, including those who face barriers to learning and wellbeing, make secure progress in their learning and development. They learn important skills to prepare them for the next stage of their learning, including the move on to school. For example, children develop their independence as they wipe up spills, pour their own water or serve their own food. Children develop early listening and communication skills very well. Babies hear key words consistently, which vary in pitch and tone to gain their attention and support understanding. This helps babies tune in and respond to familiar sounds and voices. Toddlers develop their creativity and imagination as they board the 'Magic Train' and participate in imaginary adventures on the ride. Children develop confidence to express their ideas and display very good attention and focus as they play and learn.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff create a positive and welcoming environment. They set clear expectations for behaviour, helping children develop their social and emotional skills. Staff implement extremely consistent routines, and children have an in-depth understanding of these. They carefully consider how to support children to transition and do this through clear explanations and songs. Staff use descriptive and positive praise to help children to understand the expectations of behaviour. Staff carefully consider how to help children to develop their attention and focus through a well-considered mix of independent activities and adult-led activities.

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Behaviour, attitudes and establishing routines Strong standard

All children form trusting relationships with staff. They feel safe and supported, helping them to feel confident to join in activities and explore new ideas. Staff encourage children to work together and develop social skills. For example, children work together as they use shovels to transport soil. Staff help children very well to share, take turns and resolve minor conflicts. This supports children to build friendships and show respect for others. Staff model good behaviour and guide children to manage their emotions.

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Behaviour, attitudes and establishing routines Strong standard

Staff carefully consider each child's age and stage of development and their individual needs. They provide support tailored to each child to encourage a positive attitude to learning. Leaders promote punctuality and good attendance. They explain to parents why regular attendance matters. They contact parents if children miss sessions and address any challenges families face. This ensures children do not miss key learning experiences.

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Children's welfare and wellbeing Strong standard

Leaders and practitioners know the children extremely well. They have a precise understanding of each child's individual needs and respond quickly to any changes in their circumstances. Leaders carefully consider how to ensure that children understand the importance of eating healthily. They ensure that children are exposed to a wide range of healthy foods. Children explore healthy foods using their senses, support the chef with making healthy foods and enjoy eating them. Staff support children to enjoy and appreciate the outdoors through regular forest school sessions and carefully planned learning experiences in the garden.

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Children's welfare and wellbeing Strong standard

Staff plan the environment very carefully. They provide child-size tools in the garden and pre-school room. Children learn to use these safely and with control. This approach helps children understand risk and make sensible choices. Staff place a high focus on children's personal, social and emotional development. This is a key priority across the setting. Staff support children to understand and manage their emotions and behaviour. As a result, children are increasingly able to recognise their feelings and understand how their actions affect others.

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Children's welfare and wellbeing Strong standard

Staff show genuine care for children's wellbeing. They take a positive interest in children's lives and work closely with families. Leaders ensure that daily routines are well established and highly effective. They implement daily and highly consistent times for toothbrushing, sleep, meals, snacks and personal hygiene, which helps children feel exceedingly safe and secure. Children settle quickly and show high levels of confidence in the nursery environment.

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Curriculum and teaching Strong standard

Leaders design an inclusive and well-sequenced curriculum. They prioritise children's physical and personal, social and emotional development. The curriculum reflects children's interests and supports high levels of progress across all areas of learning. Staff interact warmly and respectfully with children. They know children very well and have an excellent understanding of their age and stage of development, their individual needs and their next steps in learning. This supports children's confidence, wellbeing and engagement in learning. For example, young children delight in exploring tea leaves and lemon, concentrating well on their smell and texture. Older children enjoy imaginative play linked to real-life experiences and explore odd and even numbers with confidence.

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Curriculum and teaching Strong standard

Staff support children to develop their communication and language through consistently high-quality interactions. They get down to children's level and use rich language to help children to build their vocabulary. For example, staff talk to pre-school children about how the tissue 'absorbs' the water. Staff give children time to process new language, and children then start to use this in their learning. Leaders embed mathematical learning into the curriculum, and this is a real strength of the setting. Staff use mathematical language throughout the day with all ages of children. For example, they talk to babies about how jugs are 'full' or 'empty' and to pre-school children about how a container is 'quarter full'. Children develop their understanding of what numbers and quantities look like through a variety of methods that staff use, such as carefully planned matching and sorting activities.

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Curriculum and teaching Strong standard

Leaders and staff use assessment robustly to identify children's next steps and carefully consider these when planning learning opportunities. Staff regularly share information about the progress that children are making in their learning and development with parents.

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Inclusion Strong standard

Leaders and staff quickly identify when children need extra support. They know each child very well and act promptly to meet their individual needs. Staff make timely referrals to external health and education professionals. They follow advice from external professionals carefully and adapt their practice to support children effectively. Leaders put carefully planned interventions in place to ensure any gaps in children's learning are swiftly addressed. Staff implement well-considered strategies consistently to support children's progress. They share these strategies with parents so that parents use these at home with their children as well. This means that children who may have gaps in their learning or development get excellent support to close the gaps and make rapid progress.

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Inclusion Strong standard

Leaders prioritise carefully planned staff training. They target professional development to strengthen staff knowledge and skills. This helps staff support children with a range of needs, through a plan-do-review approach. Staff use what they learn to improve practice. As a result, all children access the curriculum successfully. Leaders ensure that learning opportunities are well planned and inclusive. Staff have an in-depth understanding of how to use any additional funding appropriately to support children's learning. All children participate confidently alongside their peers. They make secure progress from their starting points, and staff support them well to thrive.

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Leadership and governance Strong standard

Leaders are extremely passionate about providing a high quality of care and learning for the children. They have an in-depth understanding of what high-quality practice looks like. Leadership across the setting is effective and purposeful. Staff wellbeing is a clear priority. Leaders actively promote a positive and supportive culture. They ensure staff receive high- quality coaching and training, professional development and ongoing support, which is well targeted. Training strengthens staff's understanding of how children learn and how to safeguard them effectively. Recent training has improved staff confidence in supporting children to regulate their emotions and communicate their needs. These very well- considered professional development opportunities support very high-quality outcomes for children.

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Leadership and governance Strong standard

Leaders continually evaluate the provision and invest in the learning environment. They have redeveloped the garden to maximise learning opportunities and continue to expand forest school provision. This supports children to benefit even further from outdoor learning.

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Leadership and governance Strong standard

Leaders establish highly effective partnerships with parents from the outset. They gather detailed information during initial meetings. Staff use this information well to identify children's starting points. This ensures children, including those with special educational needs and/or disabilities and those who face other barriers to learning or wellbeing, receive the right support from the beginning.

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

Children quickly form secure and trusting relationships with the staff in their particular room. Staff know children very well. They value each child's individuality and respond sensitively to their needs. As a result, children feel safe, valued and included and demonstrate a positive sense of belonging. Children demonstrate growing confidence and independence in their daily routines.

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

Children benefit from Montessori approaches during specific times of the day. Staff ask thoughtful questions to check children understand learning and to promote independence. Children make meaningful links to the world around them. They engage and sustain their focus very well. They take pride in completing tasks independently. This supports their confidence and readiness for the next stage of their learning. Staff support children very well to develop positive social skills. Children learn to play alongside others, share resources and form friendships. Staff teams work cohesively across all rooms. Staff interactions are warm, genuine and responsive. This creates a nurturing and emotionally secure environment.

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

Children benefit from well-established routines. They understand what is happening now and what will happen next. This supports their emotional wellbeing and behaviour. Staff ensure that lunchtimes are well organised and calm. Older children take responsibility for tidying away after meals. Staff rightly celebrate this developing independence, building children's self-esteem. Transitions are managed safely and thoughtfully. Staff reinforce safety through consistent routines and a well-loved safety song. Children respond positively and engage fully in routines. Children enjoy the carefully planned outdoor environment, where they engage in the stimulating resources and purposeful activities staff provide for them. Younger children are encouraged to take appropriate risks. Staff position themselves skilfully to ensure safety, while allowing children to explore freely. This supports physical development and confidence.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to support children who may have barriers to their learning to realise a transformational impact on all children's progress and achievement.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, children and parents 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: Buttercups Nursery 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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0 to 4

The inspection started on 6 February 2026. Inspectors returned on 6 July 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

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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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