Fulham's Angels Nursery

Inclusion: Strong standard

Staff quickly and robustly identify if a child is falling behind in their learning. For example, they observe children continually and carry out regular, detailed assessments of children. This includes the 2-year-old progress check and staff use this information to readily identify learning gaps. They give parents suitable advice, such as to contact their local doctor or health visitor for further guidance. Staff make highly skilful adjustments to the curriculum to expertly meet the individual needs of children with special educational needs and/or disabilities (SEND), and other vulnerable children. For example, staff usual visual prompts to help children to understand the nursery routine. This helps children to settle well and feel secure.

Staff make highly effective use of knowledge gained from completed training on supporting children with SEND. They have well-established links with local authority staff who provide advice and guidance. Staff value parent partnerships and work very well with them to exchange information, including any support plans for children. Staff make a clear and sustained difference to the lives of children with SEND, and other vulnerable children. Staff make excellent use of additional funding to support children with SEND. For example, they created a sensory area with a variety of resources, such as soft textures, illuminated stepping stones to support the senses. This helps children with SEND to regulate their emotions

Curriculum and teaching: Expected standard

Typically, the curriculum is carefully balanced to meet the needs of children and is based on areas of learning. Staff help children to gain communication, language and literacy skills. For instance, they teach children new words as they take part in creative activities, such as hard, soft. Staff read stories, such as 'Goldilocks and The Three Bears' in lively tones which engages the children well. They use interesting creative activities to support their learning. For instance, staff create a large porridge mix and children count scoopfuls of oats as they place into the bowls of different sizes. This activity also supports children's early mathematical skills as they practise counting and learn about sizes, such as small and large. Staff sing a range of counting songs and rhymes and this supports children's understanding of numbers well. Although children achieve very well overall, occasionally some staff ask children questions but do not give them sufficient time to think and respond. This means that children do not have consistent opportunities to think and formulate their answers.

Achievement: Strong standard

Children achieve very well across all areas of learning. This includes children with special educational needs and/or disabilities, and other vulnerable children. Children are highly articulate and form clear, expressive sentences. For example, they say 'I went on a night walk with my brother to see bats'. Younger children quickly learn new words and put them together to make sentences. Children count very securely and accurately beyond 10 and use mathematical language to describe size effectively. They know the names of different shapes. Children climb confidently up ramps, They balance on stepping stones and younger children learn how to kick and throw balls. Children are able to do things for themselves. They chop fruit to prepare for snack time. Children serve themselves at meal times and scrape their plats when finished. Younger children learn to feed themselves. Children with special educational needs and/or disabilities, and other vulnerable children make excellent progress. For instance, they share, take turns and get along well with other children.

Behaviour, attitudes and establishing routines: Strong standard

Children show very positive attitudes to learning. They wholly engage in activities in a range of activities. Children concentrate well as they carefully peel satsumas. They focus on making fruit kebabs and thread fruit pieces on a skewer showing perseverance. Children are curious, keen learners. They display awe and wonder as cornflour mixes change consistency, and add more water when they see it drying out.

Children relate to each other in positive ways. Older children take new children by the hand and show them around the nursery, showing great kindness. Children play together well. They take on different roles as they play in the home corner, making meals and drinks for each other.

Staff have high expectations of children and manage their behaviour successfully. They use a calm, consistent and fair approach to managing children's behaviour. Staff make adaptations to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. For instance, they use a detailed approach where staff identify any triggers for negative behaviour and they can then resolve the issue more effectively.

Staff fully promote the importance of regular attendance to parents. For instance they share the nursery's policy with parents which explains the importance of regular attendance on children's progress. Children are very keen to attend and do so regularly.

Children's welfare and wellbeing: Strong standard

Staff carry out daily, ongoing comprehensive risk assessments to remove any hazards indoors and outdoors. Closed-circuit television in the group room and entrance helps to prevent intruder access. This helps to promote children's welfare highly effectively.

Staff provide very nutritious, freshly cooked appetising meals that meet special dietary needs. They have comprehensive understanding of food allergy reactions and what to do in emergencies. Staff follow safer eating guidelines and this helps to keep children safe. They are aware of how to protect children from harm when they sleep. For instance, they follow the government's safer sleeping guidelines and ensure that children are constantly monitored and checked to keep them safe.

Children make excellent healthy choices. For instance, children select fruit to make their own fruit kebabs and talk about how fruit is good for our bodies. Staff teach children about oral hygiene awareness in excellent ways. For instance, children brush the teeth of toy dinosaurs and staff explain why and how regularly teeth need to be brushed . As children drink milk, staff remind them of how milk contains calcium that helps to build strong bones and teeth. Staff read stories to children about healthy lifestyles and this helps to promote this area very successfully.

Staff place high focus on developing children's understanding of different feelings. They teach children how to identify and manage their emotions . For instance, staff use a wide range of books and puppets and books related to different emotions, such as anger. Children learn how to manage this through deep breathing to calm down. Staff provide a sensory area with calming resources and this supports children with special educational needs and/or disabilities, and other vulnerable children highly successfully.

Leadership and governance: Expected standard

Staff work with parents in effective and flexible ways. For instance, they give parents daily verbal feedback on children's progress and activities and provide updates on secure software applications. Staff provide effective ways for parents to support their children's learning. For example, they send books home for parents to share with children who are learning English as an additional language. This supports their communication, language and literacy skills well.

Typically, leaders supervise and monitor staff successfully. They meet with staff regularly to discuss and review their work and set targets, where needed. Generally, staff have opportunities to develop their skills through attending training courses. However, leaders do not consistently target courses to meet the specific needs of each member of staff. This means that staff skills and knowledge are not always consistently developed to promote best outcomes for children.

Leaders value their staff and typically promote their wellbeing effectively. For instance, they give staff small gifts to reward them for their work. Staff state they feel valued happy and supported in their work. Staff take children out on trips to local shops and park and this helps to develop links with the wider community.