All Saints Nursery

All Saints Nursery

Unique reference number (URN): 2836215 Address: Eskdale Avenue, Northolt, UB5 5DJ Type: Childcare on non-domestic premises Registered with Ofsted: 24/02/2025 Registers: EYR, CCR, VCR Registered person: All Saints 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 Expected standard

Children make steady progress from their starting points and develop the knowledge, skills and confidence they need for their next stage of learning. Younger children become increasingly confident as they explore and participate in nursery life. For example, babies develop physical skills as they pull themselves to stand and explore how to hold and use crayons. Older children build on what they know through experiences that help them notice and represent their own features and develop early mark-making. Children typically achieve appropriately for their age, stage of development and individual starting points.

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Achievement Expected standard

Children make suitable progress in communication and language and become more confident in expressing their needs, interests and ideas. They take part in discussions about colours, shapes, sizes and feelings, and make choices during play.

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Achievement Expected standard

Children who require additional support are enabled to participate and make sufficient progress from their individual starting points. Overall, children develop increasing independence and are prepared appropriately for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff help children understand what happens during the day and what is expected of them. They use praise and encouragement effectively to promote positive behaviour. Children respond well to this approach, joining in with activities and cooperating during daily routines.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models. They treat children with respect and provide praise, reassurance and encouragement when needed. Children respond positively, engaging in activities and showing enjoyment as they take part. This helps children feel secure and confident as they settle into nursery life. Staff know children's individual care needs and adapt their practice appropriately.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance and work closely with families to support consistency. This provides continuity in children's learning and helps them become familiar with the nursery day. Children of different ages cooperate well in play and learn to share space and resources with others. They take turns, show kindness towards their friends and encourage one another during shared activities. Children confidently manage familiar tasks for themselves, helping them develop positive habits for future learning. Overall, children generally behave well and typically understand expectations.

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Behaviour, attitudes and establishing routines Expected standard

To build further on this positive practice, staff should organise routines and transitions consistently so that children spend less time waiting. This will help children remain engaged and benefit fully from the experiences provided.

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Children's welfare and wellbeing Expected standard

Children typically have a sense of belonging at the nursery. Leaders and staff work effectively with parents and carers to understand children's care needs and maintain consistency between home and nursery life. Flexible settling-in arrangements are tailored to individual children. This helps children become comfortable and develop trusting relationships with those who care for them.

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Children's welfare and wellbeing Expected standard

Children benefit from effective hygiene and personal care practices. Staff respect children's privacy and dignity and support them appropriately according to their age and stage of development. Children confidently follow familiar hygiene practices, such as handwashing. Safe sleep procedures are followed appropriately to support children's safety and wellbeing.

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Children's welfare and wellbeing Expected standard

Children benefit from freshly prepared, nutritious meals that meet their individual dietary requirements. Mealtimes support children's growing self-care skills as they are encouraged to feed themselves, serve meals and pour drinks with appropriate support. Children also benefit from regular opportunities for physical activity indoors and outdoors. They enjoy active play and develop confidence in their movements through a range of physical experiences. Together, these practices promote a healthy lifestyle.

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Children's welfare and wellbeing Expected standard

Leaders give appropriate priority to promoting good oral health. For example, children confidently identify their own toothbrushes, brush their teeth and use a sand timer. They enthusiastically join in with toothbrushing songs. These practical experiences help children establish healthy habits from an early age. Overall, children benefit from effective care practices that promote their physical health, emotional wellbeing and growing independence.

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Curriculum and teaching Expected standard

Leaders provide a generally broad and engaging curriculum that encourages children to explore, communicate and develop confidence through play and practical activities. Staff understand children's interests, starting points and stages of development well. They use this knowledge, alongside assessment, to build on what children already know and can do. Teaching is typically adapted to children's differing needs and stages of development.

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Curriculum and teaching Expected standard

Children enjoy a range of activities that promote curiosity and enjoyment in learning. For example, as children explore puzzles, staff introduce concepts such as colour and number and encourage them to solve problems. During sand play, children enthusiastically scoop, fill and empty containers. Staff introduce mathematical language such as 'full', 'empty' and 'more', helping children develop early mathematical understanding through meaningful play. Children also enjoy group activities, where they participate alongside their friends, share ideas and develop confidence in taking part.

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Curriculum and teaching Expected standard

Leaders and staff recognise the importance of balancing planned activities with opportunities for children to follow their own interests and ideas. Communication and language are supported through activities, play and everyday conversations. To further build on this teaching and maximise its impact, staff should give children time to think and respond. Extending conversations develops children's thinking and language skills.

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Inclusion Expected standard

Leaders are committed to ensuring that every child is fully included in nursery life. Staff work closely with parents and carers to gather detailed information about their children's individual needs. This helps staff to know children well and provide consistent support. Secure partnership working with parents and external professionals helps to ensure children and families receive the support they need.

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Inclusion Expected standard

Staff generally adapt routines, activities and interactions effectively so children of different ages, abilities and backgrounds can participate comfortably and feel included. Children with special educational needs and/or disabilities receive sensitive support from staff, who know them well and respond to their individual needs. Staff support children who speak English as an additional language through the use of their home language and encouragement. This helps these children to build confidence and feel included alongside their peers. Leaders understand how to access additional funding, resources and training to support children's individual needs.

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Inclusion Expected standard

Leaders are reflective and responsive in their approach to supporting children's wellbeing and emotional needs. They make thoughtful adaptations, including providing sensory resources and quieter spaces when children need them. Staff use this flexibility effectively, helping children remain engaged and included throughout the day. Parents speak positively about the support their children receive. They value the welcoming and nurturing environment created by staff. As a result, children are settled, confident and emotionally secure in the nursery.

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Leadership and governance Expected standard

Leaders have a clear understanding of the provision. They promote a positive and inclusive environment. Staff and leaders work collaboratively and place children's wellbeing, learning and development at the centre of the provision. Leaders value partnerships with parents and ensure that decisions are made in the best interests of children, including those with special educational needs and/or disabilities and those who may face additional barriers.

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Leadership and governance Expected standard

Leaders demonstrate a commitment to developing staff practice and provide ongoing guidance and professional development opportunities. Staff generally work well as a team and speak positively about leaders. They report that training is accessible and that their wellbeing is valued. This helps to strengthen staff practice and has a positive impact on children's everyday learning experiences.

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Leadership and governance Expected standard

Leaders maintain positive partnerships with parents and carers. Regular and open two-way communication enables information to be shared about children's needs, care, learning and development. Parents speak positively about the nursery and describe leaders and staff as friendly, approachable and supportive. They value the information they receive about their children's development. This helps to support continuity between home and nursery.

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Leadership and governance Expected standard

Overall, leaders demonstrate a clear understanding of the nursery's strengths and ongoing priorities for improvement and maintain a provision where children belong, learn and thrive.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children enjoy attending this warm and welcoming nursery, where they feel safe, valued and happy. They separate confidently from their parents and carers and are greeted by staff who know them well. Positive relationships help children to settle comfortably into the day and confidently follow familiar routines. Leaders promote the importance of regular attendance. They work closely with families to support consistency for children. This helps children to feel secure and ready to learn.

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About this setting

Unique reference number (URN): 2836215 Children build trusting relationships with leaders and staff, who respond warmly to their individual needs. This helps children to feel emotionally secure and confident throughout the day. Children behave well and enjoy being with their friends. They play happily together and show encouragement towards one another. They confidently seek reassurance when needed before returning happily to their play.

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About this setting

Throughout the day, children make independent choices about what they would like to do. They move happily between activities and enjoy the freedom to explore alongside their friends. Children particularly enjoy spending time outdoors, where they confidently choose from a range of resources and physical play opportunities. For example, they carefully balance and walk through cones before throwing different-sized balls towards a target. Children enthusiastically clap and encourage their friends as they take part. They also enjoy quieter experiences and become absorbed in activities that interest them. Children are confident to play alongside their friends or pursue their own interests. These experiences support children to develop confidence and independence as they play and learn together.

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Next steps

Leaders should strengthen children's communication and language development by ensuring that they have sufficient time to think and respond, and by consistently modelling and extending vocabulary. Leaders should strengthen the organisation of routines and transitions to minimise time children spend waiting and help them to remain engaged.

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About this inspection

The inspectors spoke with leaders, practitioners, the special educational needs coordinator, parents and carers, and children 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: All Saints 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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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

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 .

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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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