Pippin Nursery

Pippin Nursery

Unique reference number (URN): 2834312 Address: St. Marys Community Hall, 134a Abbey Road, London, NW6 4SN Type: Childcare on non-domestic premises Registered with Ofsted: 06/04/2025 Registers: EYR Registered person: Kiernan 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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Behaviour, attitudes and establishing routines Strong standard

All children demonstrate positive behaviour that consistently exceeds expectations for their age and stage of development. They show respect, kindness and consideration for one another. Staff model expectations at children's level and support all children to share, take turns and cooperate. Children follow routines calmly and show growing independence in their self-care. Staff respect children's privacy and dignity at all times. Mealtimes are sociable occasions, and children enjoy nutritious food, freshly cooked on site. Staff sit with children, talk with them and encourage conversation about tastes, colours and healthy choices. Children practise hygiene routines as part of everyday expectations, such as washing their hands independently, with the older children guiding the younger ones. Staff's sensitive support and explanations help them understand why these routines matter for their wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

Children with special educational needs and/or disabilities are included fully in routines and learning. Staff adapt activities and provide reassurance to help children manage feelings and understand boundaries, for example, by singing songs and through music and dance. Children of all ages show positive attitudes to learning. They build independence and confidence and are prepared well for their next stage of education, such as visiting their next school. Leaders promote regular attendance and recognise its importance for children's learning and wellbeing. They monitor patterns of absence and work with parents and carers to provide timely support to help children attend consistently.

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Achievement Expected standard

In general, both the older and youngest children achieve well from their starting points. Children, who speak other languages at home, appreciate staff's efforts to learn their language and further develop their communication and speech through the use of signing and visual aids. For example, during adult-led activities, children concentrate and focus to develop their understanding of healthy lifestyles and dental care. They demonstrate independence as children freely access the creative materials. They practise using a range of tools to make marks with. Children display increasing control and dexterity.

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Achievement Expected standard

Furthermore, children demonstrate a growing range of vocabulary and language development. They enjoy talking to staff and looking at books together, such as ' Monkey Puzzle'. The richness and diversity of the range of books on offer continues to support all aspects of their learning. Mathematical development is reflected when learning about insects, and children are able to identify and count the number of legs when playing with model bees.

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Achievement Expected standard

Additionally, children show skilful balancing and coordination as they use the outdoor equipment. When watering the flowers, sweeping and wiping tables, children are learning to care for the environment. Consequently, children are prepared well for the next stage in their education, including the transition to the next stage of their learning and development.

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Children's welfare and wellbeing Expected standard

Children's personal development and wellbeing are promoted consistently through a thoughtful and at times an individualised programme for children. Relationships are secure and responsive, helping children to feel safe, confident and ready to explore. Staff know children especially well and draw on detailed knowledge of their preferences and emotional needs. They use a range of strategies to understand what supports each child to feel settled and regulated. Children just starting at the nursery, settle in straight away and join in with the activities, happy and relaxed.

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Children's welfare and wellbeing Expected standard

Children and staff enjoy eating together, which is a both a social and learning environment where staff are vigilant and alert to the latest nutrition guidance. Staff provide a calm environment which supports children to move confidently between activities and manage their emotions. Staff modelling emotional language and providing reassurance when needed. Children benefit from rich opportunities to learn how to manage their feelings. For example, children show adults how they are feeling using visual prompts, promoting emotional security and physical wellbeing. Staff support children to develop an awareness of safety. For example, visits from a fire-fighter helps them to be aware of safety issues.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that reflects children's developmental needs and the context of the setting. Staff understand the leaders' intentions clearly, including the emphasis on early attachment, emotional regulation and preparation for more structured learning when transitioning to the next stage of their education. Staff make purposeful use of everyday moments to build children's vocabulary and communication. Staff interact warmly, model language and repeat words, so toddlers begin to develop increased communication skills.

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Curriculum and teaching Expected standard

Older children are happy to play and explore alongside the toddlers, and they all learn how to share and take turns early on. Teaching typically supports children's development well, particularly in personal, social and emotional development. Leaders adapt teaching appropriately for children with special educational needs and/or disabilities using specialist guidance, individual plans and small-group interventions to target communication and physical skills. Assessment is used effectively to check what children know and can do and supports staff to adapt their curriculum to meet individual children's needs.

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Curriculum and teaching Expected standard

Routines are efficient and calm, enabling secure relationships and uninterrupted opportunities to learn through stories, songs and early communication activities. Typically, experienced well-trained staff extend learning through language and model thinking during focused activities. However, the quality of teaching is not yet consistent. Occasionally, staff do not engage all children effectively when teaching them, meaning some children do not have the opportunity to learn more deeply from the learning experiences that have been prepared for them. At times, younger children lose interest when the activity is more geared to developing the learning for the older ones.

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Inclusion Expected standard

Leaders make informed decisions about how best to spend additional funding that children are in receipt of, to support their next steps and progress, for example, by providing extra resources, training and support. Parents are involved in these decisions. Leaders carefully monitor and review the impact of additional funding. Parents comment on how well the setting identifies and helps their children to receive the additional support they need. Staff ensure that parents have a good understanding of how targeted support plans are helping their children to progress in their development.

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Inclusion Expected standard

Staff receive help from leaders to support all children, particularly those who are disadvantaged, those with special educational needs and/or disabilities and those who face barriers to their learning and/or wellbeing. Appropriate and timely referrals to other agencies are made when needed, including the local authority. Leaders work in partnership with parents and other professionals to secure support and interventions for children, as required. There is a range of training and support to extend staff's knowledge and expertise, so they can best support children. However, all staff would benefit from further professional learning in understanding how children with additional needs learn and develop; thereby, raising standards to an even higher level.

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Leadership and governance Expected standard

Leaders show commitment and great enthusiasm for leading practice at the nursery. Staff share a wealth of information with parents to help them work collaboratively to support children's needs. Parents very much value the daily chats and regular meetings to keep them up to date on all that their children are doing. Partnerships with other settings that children will attend and outside professionals are valued and fostered, focusing on offering joined-up working to consistently meet the needs of each child.

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Leadership and governance Expected standard

Leaders are mindful to support staff's wellbeing, arranging activities to show they are valued. Staff show dedication to the work that they do at the nursery and that they really care about the children. Leaders meet regularly as a team to evaluate their effectiveness and outline areas for improvement. They supervise and support the practice of the team, helping staff undertake qualifications and a range of suitable training. Typically, leaders work promptly to help staff develop their skills, especially to ensure their effective safeguarding knowledge and practice. They encourage a culture of professional learning and have created a family atmosphere where staff become long serving to create a stable, nurturing environment for the children and their families.

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Leadership and governance Expected standard

Leaders have identified the need for further professional learning for staff, especially as regards more expert knowledge of the learning and development within the early years foundation stage curriculum, and have formulated a plan for improvement to help the children make even better progress. In addition, leaders and those responsible for governance have not always ensured that all policies and practices are fully up to date with the latest requirements. This has not had an impact on children and has been rectified.

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

Children are happy, and they eagerly enjoy exploring their surroundings. They develop secure bonds with staff and confidently share their thoughts and ideas. For example, children indicate which song they would like to sing, enjoying days of the week, months of the year rhymes and moving excitedly in time to the music. Staff promptly identify when children need emotional support and offer them comfort and reassurance. Children respond positively to staff, helping them to settle quickly and actively engage in their learning.

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

Staff follow children's interests and support their learning. For example, young children practise balance and coordination as they rock on toy horses, climb the stairs and whizz down the slide. Staff recognise when to offer help, matching support to children's age and stage of development.

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

All children, including those with barriers to learning, are typically prepared well for their next stage of development. They make appropriate progress from their starting points and gain the skills they need to move on to the next stage of their learning. For example, children learn to become independent and complete tasks for themselves. The older children serve their own food, pour their drinking water and cut up their fruit for their snack. Children show kindness to their friends with gentle encouragement from staff, such as learning to share the toys with each other, keenly focusing on, for example, finding items hidden in the sand. This helps them learn how they are expected to behave.

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

Adults provide experiences for children that help to build on what they know and to enrich their learning further. Children join staff on trips into the community, such as the local shops. Older children visit their new school. They learn about nature, planting seeds in the garden or on their regular walks to the local park. Adults and children learn from each other about various festivals and the wide variety of cultures that they come from, for example, by inviting parents to read stories or cook food from their home countries, such as Albania or Italy. This helps all families and children to develop a sense of belonging. While enjoying a summer party together, they share vocabulary in different languages. This develops their confidence with new experiences and their knowledge of the world effectively.

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Address:

St. Marys Community Hall 134a Abbey Road London NW6 4SN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kiernan Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

Leaders should continue monitoring and reviewing policies to ensure that they fully reflect current requirements and provide staff with consistently clear guidance. Leaders should strengthen arrangements for providing staff with more precisely focused individual professional development opportunities to enhance the learning opportunities for the children.

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About this inspection

The inspectors spoke with leaders, staff, 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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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. 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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