Faith & Love Nursery

Faith & Love Nursery
Unique reference number (URN): 2707430
Address: The Apostolic Church, Oakleigh Avenue, Edgware, HA8 5DT
Type: Childcare on non-domestic premises
Registered with Ofsted: 17/01/2023
Registers: EYR
Registered person: Faith & Love Nursery Ltd
Inspection report: 21 April 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
Achievement Expected standard
Children typically make appropriate progress across all areas of learning from their starting
points and develop the age-appropriate knowledge and skills needed for their next stage.
They develop communication skills, particularly those who speak English as an additional
language. For example, children typically use single words and short phrases during role
play to express their needs and ideas.
Children with special educational needs and/or disabilities are supported to engage in
learning and develop key skills. They typically take part in sensory experiences, such as
making play dough, which support communication and physical development. They respond
positively to consistent strategies, including visual prompts and flash cards.
Younger children typically develop physical skills and build independence. For example, they
use gardening tools to scoop soil and plant potatoes. Older children show growing
confidence in early literacy and self-care, such as recognising their names and managing
aspects of daily routines. Overall, children typically gain the essential knowledge and skills
needed for their next stage in learning.
Behaviour, attitudes and establishing routines Expected standard
Leaders have established clear expectations for behaviour, which are understood and
consistently reinforced by staff. This supports a consistent approach across the setting and
helps children understand routines and expectations. Children respond positively and
demonstrate appropriate behaviour for their age.
Staff build positive relationships with children. They model respectful interactions and use
praise to encourage participation and cooperation. For example, children are supported to
take turns and share during play, helping them develop social skills, confidence and a sense
of belonging. Overall, children show positive attitudes to learning. They engage in activities,
particularly when experiences are well matched to their interests. Occasionally, opportunities
for children to have a go independently before adults offer support are not always
maximised, which can affect engagement and participation. Staff support children to
regulate their emotions using visual prompts and calm guidance, helping them develop self-
control and begin to build confidence in their play. Routines are generally secure and
support children's sense of safety. However, some large-group times are not always well
matched to the needs of younger children.
Attendance is promoted appropriately, helping children develop familiarity with routines.
Inclusive approaches ensure that quieter children and those with special educational needs
and/or disabilities are supported to participate through targeted interactions and adapted
activities.

Children's welfare and wellbeing Expected standard
Leaders prioritise children's welfare and wellbeing and ensure that appropriate systems are
in place to support consistent care. Staff know children well and respond sensitively to their
individual needs, particularly during transitions such as settling in. For example, younger
children who initially become distressed are comforted through close physical reassurance
and calm interactions, helping them to settle and feel safe.
Children form secure attachments with staff. Staff follow children's home routines, including
sleep and feeding, which supports continuity of care and helps children feel secure and
confident in the environment. For example, babies are supported by their key person, who
remains responsive to their cues and provides consistent care.
Children's physical and emotional wellbeing are supported through daily routines. Staff
model safe practices during mealtimes, such as sitting while eating and using utensils
appropriately. They support children to manage their feelings using visual prompts and quiet
spaces in the setting, helping children to regulate their emotions.
Inclusive practice is well established. Staff adapt care and routines to meet individual needs,
including those of children with special educational needs and/or disabilities (SEND) and
children who speak English as an additional language. For example, visual supports and
close supervision during routines ensure that all children, including those with SEND, can
participate safely. Overall, children feel safe and well cared for. However, routines are not
always fully adapted to meet the needs of younger children, particularly during longer group
times.
Curriculum and teaching Expected standard
Leaders have a clear overview of the curriculum and have taken appropriate steps to
improve its implementation since the last inspection. They have prioritised staff training to
strengthen interactions and support a more consistent understanding of learning intentions
across the setting. Leaders monitor practice and provide ongoing guidance to support
improvements in teaching.
The curriculum is designed to reflect children's needs and interests. For example, there is a
clear focus on communication and language for younger children and those who speak
English as an additional language, while older children are supported to develop early
literacy skills in preparation for school. This means the curriculum is broadly matched to
children's starting points and supports their development across the areas of learning.
Staff provide purposeful learning experiences. For example, during a planting activity, staff
model step-by-step processes and introduce new vocabulary, helping children to understand
sequencing and develop language. Teaching is generally adapted to meet children's needs,
including the use of simple language for younger children and more complex questioning for
older children. This means that most children are supported to engage and develop their
knowledge and skills.
The curriculum is inclusive. Staff adapt activities and use visual supports to help children
with special educational needs and/or disabilities and those who speak English as an

additional language to access learning alongside their peers. However, opportunities for
children to develop a 'can-do' attitude, confidence and resilience are not always fully
promoted. At times, adults intervene too quickly or complete tasks for children. In addition,
some group times are not consistently well matched to the needs of younger children, which
means their concentration and engagement are not always sustained.
Inclusion Expected standard
Leaders identify children's needs quickly and take appropriate action to reduce barriers to
learning. They gather detailed information from parents from the outset and use this to plan
support, particularly for children who are new to the setting or who speak English as an
additional language.
Children with special educational needs and/or disabilities (SEND) are supported
appropriately. Staff use visual timetables, flashcards and structured approaches, such as
small-group sensory sessions, to support communication and engagement. Leaders work in
partnership with external professionals, including early years advisors and speech and
language services, to ensure that strategies are informed and relevant.
Leaders have a clear understanding of the needs of disadvantaged children and those
facing barriers. They adapt activities so that children are supported to participate. For
example, for children with SEND, planning sensory and water-based experiences that reflect
their interests helps them remain involved and develop confidence.
Staff use a step-by-step approach to support children, reviewing their progress regularly and
adapting strategies where needed. This means that children facing barriers to their learning,
including those with SEND and those who speak English as an additional language, are
included and make progress from their starting points.
Leadership and governance Expected standard
Leaders demonstrate a clear understanding of the setting's strengths and priorities. Since
the last inspection, they have taken appropriate action to improve the quality of teaching and
staff interactions. For example, leaders have accessed external training, including local
authority support and training on high-quality interactions, to strengthen practice. This has
supported staff to better understand learning intentions and children's development.
Leaders monitor practice regularly. As a hands-on leader working to balance ratios of staff to
children, the manager carries out ongoing checks of teaching and the environment, helping
to identify quieter children and ensure they are included. Improvements have been made to
the learning environment, particularly outdoors and in role-play areas, to better reflect
children's interests and support engagement.
Leaders support staff through regular supervision, training and professional dialogue.
Supervision sessions are used to review children's progress, reflect on practice and identify
development needs. Staff have accessed training in areas such as safeguarding,
communication and supporting children with special educational needs and/or disabilities.
Leaders recognise that staff knowledge in supporting and managing routines can be further
strengthened to promote greater consistency.

Staff wellbeing is considered. Leaders create an open and supportive culture where staff
feel comfortable to share ideas and reflect on their practice. This contributes to a positive
team environment and supports ongoing improvement.
Partnerships with parents and the wider community are well established. Leaders
communicate regularly with families through daily discussions and online systems, helping
parents feel informed and involved. They also engage with external professionals and the
local community, including accessing support from local authority services. Overall,
leadership supports continuous improvement, although further refinement of teaching
practice and routines is needed to fully embed consistency.
What it's like to be a child at this setting
Children settle into a welcoming and inclusive environment where they form secure
relationships with staff. For example, some children who initially find separation from their
parents difficult are supported through consistent routines and nurturing interactions, helping
them to feel safe, settled and increasingly confident to explore the environment
independently. Children, including those who speak English as an additional language and
those children with special educational needs and/or disabilities, are supported through
familiar language, visual prompts and responsive interactions. This helps them to
understand expectations, communicate their needs and learn alongside their peers.
Families are welcomed and contribute to children's learning. Staff share information
regularly and gather knowledge from home, supporting continuity of care and helping
children feel secure and valued.
Children achieve well from their starting points. They enjoy meaningful experiences, such as
planting and sensory play, where they develop communication and language, physical skills
and their understanding of the world. Staff build on children's interests, for example linking
play dough to familiar stories, which supports recall and deepens learning. Children gain
confidence, use new vocabulary and practise skills, helping them to be prepared for their
next stages in learning.
Children demonstrate positive behaviour and attitudes. They take turns, share resources
and respond to clear expectations. They are supported to manage their feelings through
calm guidance, and they develop self-regulation. They cooperate with others during play,
helping them to feel part of the setting. Children show increasing independence, for example
serving food, pouring drinks and using cutlery.

Inspector:
Anahita Aderianwalla
About this setting
Unique reference number (URN): 2707430
Address:
The Apostolic Church
Oakleigh Avenue
Edgware
HA8 5DT
Type: Childcare on non-domestic premises
Registration date: 17/01/2023
Registered person: Faith & Love Nursery Ltd
Children attend regularly, helping them build routines and feel secure. Daily routines
generally support their safety and wellbeing. Children feel safe, are well cared for and their
individual needs are recognised, enabling them to participate, build confidence and begin to
make steady progress.
Next steps
Leaders should review routines and reduce the amount of time children sit to ensure they
support younger children's concentration and focus during large-group activities.
Leaders should support staff to balance adult-led teaching with child-initiated play,
encouraging children to have a go independently and sustain engagement so they build
confidence and make the progress they are capable of.
About this inspection
The inspector spoke with the nominated individual, leaders and staff during the 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.

Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday : 07:30 - 18:00
Local authority: Harrow
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 21 April 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
15
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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