'A place where memories are made'
'A place where memories are made' 

ofsted comments

How well the early years provision meets the needs of the range of children who attend


Staff use their good knowledge of how children learn to support children's needs well. They know that children develop at their own rate and plan and provide interesting activities that hold children's attention. Consequently, children are making good progress in their learning and are eager to take part in activities at the nursery. Each child has a learning journey that staff use to record their development and next steps in their learning. This means that staff provide focused activities that target children's specific learning needs. For example, planning to help babies to learn how to move from a sitting position so they can begin to crawl. Staff use observations, photographs and children's work to show children's progress clearly and how they intend to support children's learning further. Staff involve parents in their children's development and regularly share information with them. Parents comment that they are really happy with the daily feedback and diary sheets that they receive from staff. This means that the staff involve parents in their children's learning on an ongoing basis. Staff carry out the progress check for two-year-old children for all children of that age. They share the checks with parents for them to review their children's progress at parents' meetings. This means that staff can identify potential gaps in children's development and parents are very aware of the progress their children are making.


Staff liaise with parents and carers to find out about each child's background and share information when they start at the nursery. Staff record children's comments in the learning journeys and discuss these with parents. This helps staff to support children's learning well. Staff have a good understanding of working with children who are learning or speaking English as an additional language. Staff encourage parents to share information about home languages and key words when their children start at the nursery. This helps to promote children's inclusion.


The nursery provides a good range of activities to cover all areas of learning. Children demonstrate that they learn effectively as they play in the well set up indoor area.

Children make shapes out of magnets, which helps them to develop physically and further their mathematical skills as they learn about the names of shapes. Young children have chalks and paints to draw and write on large easels. This helps the development of their early writing skills. Staff talk to children and respond to their questions so they learn the art of conversation and develop their language skills. For example, staff discuss with children how many children are having lunch and which place mats to put out for them.


Staff ensure that children enjoy a wide variety of activities in the large, enclosed garden and visit the local park. They learn about the natural world from activities, such as digging, weeding and planting vegetables. These support children's physical development and understanding of the world around them.


The contribution of the early years provision to the well-being of children


Staff care for children in a spacious, welcoming, and safe environment. There is a calm, relaxed atmosphere throughout the nursery. The effective key person system clearly helps children to feel comfortable and form secure attachments so they develop their emotional well-being and independence. Staff discuss children's individual needs with their parents before they start to look after them. The settling-in procedure is gradual and staff support parents to minimise their own and their children's anxieties. Parents comment that they know their key person, which enables them to have a good point of contact. This helps children to feel confident and secure at the nursery and provides continuity of care.


Staff are respectful to children when they remind them about their behaviour and children know how to behave well when they are playing. For example, children wait for a turn when two of them want to use the wheelbarrow. As a result, children play happily together and share toys. Staff frequently praise children's good behaviour and their being polite and courteous. Staff show a lot of interest in what children do and say and respond to children's comments to help children to develop positive behavioural and social skills.

Staff complete regular and thorough risk assessments of the indoor and outdoor areas. These help to promote children's safety as staff identify and minimise potential hazards. Children practise regular fire drills, which staff evaluate afterwards to further support children to learn what to do in an emergency. Staff are able to take appropriate action in the event of an accident as some staff hold paediatric first aid qualifications. Children take small but safe risks when playing, for example as they balance on wooden boards in the garden. Staff provide suitable challenges to help children extend their understanding of risk and have a well-developed understanding of safe practices.


Staff enable children to learn about a healthy lifestyle through frequent outdoor activities and fresh air in the garden and in the local park, where they have plenty of opportunities to play and learn. Staff follow children's dietary needs well, this means they include all children in activities. The children eat healthy home cooked meals and staff encourage them to try new fruit and vegetables. Mealtimes are sociable occasions when children chat with staff and friends and develop their independence by pouring their own drinks. Staff promote good hygiene procedures by reminding children to wash their hands at relevant times and to use separate paper towels. This approach helps children to understand about good personal hygiene.


Children have access to a wide range of appropriate toys and resources indoors and outdoors. The premises are organised effectively to support children's independence. For example, children's pegs are at a low level so that they can hang up their coats and other belongings independently. Staff organise the nursery so that children know they can initiate their play and help themselves to resources which are well laid out. As a result children can make their own choices as to where and what they would like to play with to develop their confidence and physical well-being.


The effectiveness of the leadership and management of the early years provision


The management demonstrate a clear understanding of their responsibilities to meet the learning and development requirements of the Early Years Foundation Stage. The manager and staff work closely with the parents to bring about the best possible outcomes for all the children. There is a good range of policies and procedures to inform parents and to guide staff in their practice. Policies are up to date, reflect changes in legislation and support staff in their practice. Staff supervise children well in all areas of the nursery, maintain ratios and make sure children's individual needs are met. Staff have a good understanding of the safeguarding and welfare requirements, including child protection procedures. They have safeguarding training to support their knowledge and provide a safe environment in which children play and learn. Staff know to report any concerns they may have to the relevant authorities. This means that staff are aware of their role and responsibilities to protect children's welfare and all safeguarding requirements are met effectively.


The management use self-evaluation well to reflect on practice and recognise priorities for improvement. For example, they look at the evening routine to see how they can improve it to make it meet the children's and parents needs more effectively. This shapes the service the nursery offers, promoting good outcomes for children.


Staff recruitment procedures are rigorous and robust to make sure adults caring for children are suitable to do so. Successful induction processes are in place and all new staff are required to familiarise themselves with the nursery's policies and procedures. The management improve staff performance through appraisals, training opportunities and team meetings. The management regularly assess staff work and look at further training opportunities. This reflects the strength of the leadership and commitment to supporting continual professional development The management lead a close staff team, who are enthusiastic and work well together. This means that staff are happy in their work and children benefit from consistent support and teaching.


Staff work closely in partnership with the parents and share information about what children have been doing at home. This means there is consistency of care between home and the nursery to support children's progress. Parents are very positive about the care and teaching their children receive at the nursery. They say that they are 'very happy' by the nursery and the flexibility it offers for their children.


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Fledglings at the Palace Day Nursery

Fulham Palace

Bishops Avenue




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