Fennies Ealing

Inclusion: Strong standard

The nursery places a robust emphasis on inclusion, ensuring that all children can access activities and learn alongside their peers. Staff regularly review and adapt the environment, resources and teaching practices to remove barriers to children's learning and participation. This proactive approach enables every child to engage fully in their play and learning experiences.

Staff receive thorough training that enables them to identify children with special educational needs and/or disabilities very promptly. They implement tailored support in partnership with parents and carers and, where appropriate, external professionals. Staff and leaders have a clear understanding of implementing a graduated response. They establish clear starting points and plan interventions that are specific to children's individual needs. This enables children to make excellent progress and achieve their potential.

Children who speak English as an additional language receive targeted support to remain fully engaged in routines and activities, while developing their skills in using English. Strategies include using key words in children's home languages, alongside English, as well as using visuals and objects of reference to promote understanding and inclusion.

The use of additional funding is carefully planned to secure the best possible outcomes for children. Managers consistently review and adapt how funding is allocated to ensure maximum impact on children's progress and development. This rigorous approach ensures that resources are used effectively to close gaps in children's development and enhance their learning opportunities.

Curriculum and teaching: Expected standard

Managers have a clear and ambitious curriculum that promotes a lifelong love of learning. It is firmly rooted in children's interests and informed by carefully identified next steps for each child. Staff use observation and assessment effectively to establish what children know and plan experiences that build the knowledge and skills needed for future learning. This approach allows staff to adapt and scaffold teaching to provide the right level of challenge for different groups of children.

Staff prioritise language and literacy across the nursery. Their 'bump into a book' approach, meaning books are always accessible and tempting, ensures that children of all ages regularly encounter stories and rich vocabulary. Babies engage in sound play with staff, while older children extend their vocabulary through purposeful interactions, learning words such as 'gigantic'. Staff use signing and visual supports, alongside spoken language, to aid understanding for all children.

Children embed their mathematical development within play and daily routines. They develop confidence and positive attitudes towards mathematics. Staff promote children's physical development through daily outdoor play and activities that strengthen fine motor skills.

Children demonstrate high levels of engagement and sustained concentration in purposeful activities. For example, during collaborative building tasks, they listen to each other's ideas and share resources. This embeds their personal, social and emotional development within everyday experiences.

Achievement: Expected standard

Every child makes progress towards their next steps in their learning in the nursery. They develop the skills needed for future success. Children make progress through a well-structured curriculum that is carefully scaffolded to allow them to consolidate their skills before moving on. For example, babies explore early mark making by scribbling with chalk on paper placed on the floor. As they grow, older children begin to make marks on paper, and pre-school children progress to writing, with their work displayed proudly around the room.

Children make good progress in their communication and language. Babies show communicative intent, babbling, making sounds and trying to join in songs. Older children ask staff to read them stories, asking questions about these and using new words they are introduced to.

Children develop their independence and self-care skills from an early age. Alongside this, children build confidence, resilience and social skills through collaborative play and problem-solving activities, such as engaging in imaginative role play in 'home corners'. These experiences ensure that children are well prepared for the next stage of their education, both academically and personally.

Behaviour, attitudes and establishing routines: Expected standard

Managers and staff have high expectations for children's behaviour. They explain these well to children, alongside the reasonings behind these. For example, when children start to climb, staff remind them they need their 'feet on the floor' as 'climbing is not safe' in this situation.

Staff are good role models, They assist children to show care and consideration. Children mimic these qualities. For example, when older toddlers see their younger peers upset, they bring them their comforters. Pre-school children ask staff if they can help them to set up activities. Acts of kindness such as these help to create a mutually respectful environment.

Children behave well. Staff take time to talk to children. They help children by offering solutions and support them to manage their feelings and behaviour. They use behaviour management strategies that include promoting positive behaviour and supporting children's individual needs.

Children's attendance is a priority for all who work at the nursery. They work with parents to educate them on the importance of regular attendance and the benefits this has for their children. Managers have recognised that some transitions within the nursery can take too long and leave some children unsure of what to do or what is happening next. They continue to work with staff to ensure that all transitions are fully embedded.

Children's welfare and wellbeing: Expected standard

Children build strong bonds with not only their key persons but also all staff in the setting. Babies who are new to the setting go to staff for reassurance and quickly receive cuddles. Older children want their familiar staff involved in their play and thrive from their attention and praise.

Staff model empathy, and children show kindness and caring towards their friends. For example, children who are playing invite others on their own to join their games with them. Children develop the skills they will require to build friendships. Children learn how to recognise, express and manage their emotions. Staff take time to talk to children about how they are feeling and what has made them feel that way.

All staff ensure that the settling-in process provides reassurance and emotional security for children and their parents and carers. For example, staff replicate children's routines from home as much as is possible. This ensures that children quickly feel safe and at home in the nursery. Children develop the confidence to play and explore the nursery environment.

Children receive support to understand that their views and choices are valued. Staff seek consent before offering help and explain care routines, such as nappy changes, to promote trust and security. From the earliest stages, children learn to respect others' preferences, including recognising when their peers do not wish to be touched. However, all staff do not consistently use opportunities, such as mealtimes, to enhance children's social development or deepen understanding of healthy eating.

Leadership and governance: Strong standard

The management team has recently undergone significant change. New leaders are highly effective, with a strong understanding of the nursery, its cohort and their roles. This has enabled notable improvements to the safeguarding culture.

A clear management structure supports consistent and continuous improvement. Staff report a positive team ethos, feeling listened to and well supported with wellbeing initiatives. Managers maintain thorough oversight, regularly evaluating and developing practice to improve outcomes for children. The staff team is highly valued and their health and wellbeing are a priority for the dedicated managers. Staff access ongoing training to enhance expertise. They describe feeling happy in their roles and that they find their work very rewarding.

Parents and carers are actively involved in the nursery community through events and educational support, such as oral health guidance. They speak highly of the nursery and staff, praising the quality of care and communication.

Leaders recognise they are on a journey, and while there are areas that have been identified for further improvement, leaders have a clear and focused action plan to drive further improvement and secure the best possible outcomes for all children. Their commitment to staff development, safeguarding and partnership with parents underpins a strong culture of continuous improvement.