North End Nursery

North End Nursery

Unique reference number (URN): 2879832 Address: North End Baptist Church, 195 Powerscourt Road, Portsmouth, PO2 7JH Type: Childcare on non-domestic premises Registered with Ofsted: 03/02/2026 Registers: EYR Registered person: North End Baptist Church

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Generally, most children learn a variety of skills to support them in the future. For instance, they learn to play with others and to be independent. Children develop the confidence to ask for help and to communicate their needs. They develop an awareness of their own feelings and those of their friends. Children learn about expectations and boundaries, such as to help tidy up resources before moving on to another activity. Children learn about being kind to others and taking notice of those younger than themselves. For example, they learn to be quieter when they play if younger children are resting or sleeping.

p.2

Achievement Expected standard

Most children are curious and motivated to play and learn. They help, with enthusiasm, to make dough to manipulate. Children enjoy taking part in a range of activities that help them to develop many skills. They typically make positive progress from their starting points. However, for children who face barriers to their learning, their progress is not as consistent as their peers.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders and managers have clear expectations for children. Staff share these with children to help them know what the boundaries are and why. This supports children to develop positive behaviours in the setting. Staff know which children may need more support for their play and learning. They generally adapt their expectations for children's individual needs effectively. Children demonstrate they feel secure in staff's care. They behave well and show positive attitudes to each other and their learning. Staff teach children to be part of a group and to play collaboratively. For example, children take delight in role-playing hairdressers. They chatter excitedly together as they explore the inviting range of resources that staff provides to support their play. Older children are positive role models to younger children as they play.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff understand the procedures to follow in the event children do not arrive when expected. This helps to keep children safe. Daily routines are generally effective in helping children to feel safe in the setting. Staff help children to follow instructions and develop independence skills. For instance, children learn to find their own coats before going outdoors to play. Staff support children to develop a range of skills to support their future learning.

p.2

Children's welfare and wellbeing Expected standard

Leaders and managers have effective policies and procedures in place to promote children's welfare and wellbeing. Staff typically implement these well to support all children. For instance, staff teach children about positive hygiene routines and support them to understand why they need to sit still and eat. Staff help children to develop an awareness of which foods are nutritious, supporting them to make healthy choices.

p.2

Children's welfare and wellbeing Expected standard

Children demonstrate they feel safe with staff. They know what is expected through a consistent daily routine. This helps children to know what happens each day and gives them confidence in the setting. Staff know what children's individual needs are. They support children who are new to the setting very well. Children swiftly settle in through a secure key- person approach. This supports children's emotional wellbeing from their first days at the setting. Children know who their familiar adults are and who to approach for comfort and reassurance. Staff are highly responsive to all children and meet their needs well.

p.2

Children's welfare and wellbeing Expected standard

Staff encourage children to be active and learn about managing their own risks. Children enjoy regular time outdoors, where they can explore freely and take part in activities, such as learning to balance. Staff teach children the language of feelings. Parents and carers comment they have noticed a positive difference in their children's ability to recognise and manage their emotions since being at the setting.

p.3

Curriculum and teaching Expected standard

Overall, leaders and managers have clear aims for children to help them make progress in all areas of their learning. They have a secure curriculum in place to teach children a variety of skills. Staff provide children with a stimulating learning environment. Children enjoy a range of opportunities to play and learn. Staff know what children like to do and take notice of their current interests. They regularly assess what children know and can do. This generally helps staff to plan experiences to engage them and build on their skills as they play. Staff provide positive interactions and support children's emotional development well. Managers are reflective and make changes that have a positive impact on children. For instance, they have recently changed the learning environment, which has helped all children to settle swiftly and calmly into their learning.

p.3

Curriculum and teaching Expected standard

Staff place a focus on developing all children's communication skills. They readily introduce children to new words. For instance, when looking at similarities and differences in eye colour, children learn the words 'hazel' and 'amber'. Staff make use of some additional resources to support children's understanding, such as using symbols and gestures. However, this is not consistent and not all staff recognise if children need different support for their understanding of requests and instructions. This does not fully support children's communication.

p.3

Curriculum and teaching Expected standard

Staff generally support children's learning effectively, such as by counting total numbers of objects with children at lunchtime. However, at times, staff do not consistently adapt their teaching to children's individual needs. Sometimes, staff do not notice when children lose focus and their teaching is then not fully effective.

p.3

Leadership and governance Expected standard

Leaders and managers generally have a clear understanding of the strengths of the setting and what they would like to develop further. They have developed positive links with the local authority. This has helped them to reflect on what they offer and pinpoint what needs to improve. For example, they have identified that the support they offer for children with special educational needs and/or disabilities needs to develop further. However, developments have not had time to embed into daily practice.

p.3

Leadership and governance Expected standard

Leaders, managers and staff have formed effective partnerships with parents and carers. This is a real strength of the setting, and feedback is very positive about the impact the staff

p.3

Needs attention

make on their children's outcomes. For instance, when parents express a few worries about children's awareness of road safety at home, staff use this feedback to make positive changes to what they offer at the setting. Children learn to be aware of their surroundings, and staff have invited local police officers into the setting to help teach children about road safety.

p.4

Needs attention

Leaders and managers have effective systems in place to support staff. They prioritise their wellbeing, and staff all comment very positively about feeling valued. Staff typically have regular opportunities to develop their professional skills and knowledge. They access a range of training, for instance, that helps them to feel confident in their roles to care for and educate children.

p.4

Inclusion Needs attention

Leaders and managers have identified that support for children with special educational needs and/or disabilities (SEND) needs to improve. They have taken positive steps towards this, but have yet to embed this effectively. Although staff readily identify when children may need more support in their learning, they do not swiftly implement plans to close gaps in children's development. This means these children do not receive the right support at the right time, and their progress in learning is hindered.

p.4

Inclusion Needs attention

Staff are not confident in their skills or knowledge to support children with SEND or those learning English as an additional language. They do not fully understand what adaptations some children need, in order to succeed. For instance, some staff use visual supports to help children's understanding, but this is inconsistent and not always matched to children's individual needs. There are some adaptations in place for some children, but this is inconsistent. Overall, the support for children who face barriers to their learning is not fully effective.

p.4

Inclusion Needs attention

Leaders and managers work with external agencies to support a consistent approach for children's care. They share information to help plan for children's learning. Leaders use additional funding effectively to help engage children in their play. This has had a positive impact on developing children's attention for learning.

p.4

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

Children with special educational needs and/or disabilities and those who face other barriers to their learning do not consistently receive the best support to make progress. Despite this, all children show they feel safe and secure in the staff's warm care. They readily approach staff for reassurance, when needed, which they swiftly receive. Younger children take comfort from the consistent and familiar staff in the setting. Children's emotional wellbeing is supported effectively.

p.5

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

Children are curious and active learners. They are eager to explore all of the resources and activities that staff provide for them to support their learning. For instance, children take delight in constructing train tracks and investigating a range of sensory resources. They are motivated to play and learn, and they show positive attitudes to staff and their friends. Children confidently make choices and decisions, such as where to play and what to do. They ask for help when needed and are capable communicators. Children learn to pay attention to what staff say, such as when they are asked to stop playing and listen. They swiftly follow instructions, such as to help tidy away before moving on to other activities. Children demonstrate they enjoy the praise from staff, thanking them for their help. This supports children's self-esteem well.

p.5

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

Children play together, developing friendships with others. They learn to take turns and share resources. Children learn a range of social skills as they play. They are independent and take part in many play opportunities and experiences. Typically, staff provide effective support for children's learning that will support them in the future. For example, staff encourage regular attendance. This helps to ensure that children have the opportunity to fully benefit from all that staff offer at the setting to support their learning.

p.5

Next steps

To meet the requirements of the Early years foundation stage the provider must take the following action by the assigned date:

p.5

Action Completion Date

improve the timeliness and effectiveness of support for children with barriers to their learning, including those with special educational needs and/or disabilities and those learning to speak English as an additional language. 04/10/2026

p.5

About this inspection

The inspector spoke with leaders, managers, staff, members of the setting's steering group, children, parents and carers during the inspection.

p.5

Address:

North End Baptist Church 195 Powerscourt Road Portsmouth PO2 7JH

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: North End Baptist Church

p.6

Address:

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

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

2 to 3

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.8