Nanny Jane's Nursery

Nanny Jane's Nursery
Unique reference number (URN): 2723947
Address: 220 Essex Road, London, N1 3AP
Type: Childcare on non-domestic premises
Registered with Ofsted: 16/03/2023
Registers: EYR
Registered person: Nanny Jane's Nursery LTD
Inspection report: 30 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 make secure progress across the areas of learning and development and are
prepared for their next stage. They benefit from an enriching environment that encourages
curiosity, independence and engagement. For example, children explore play dough using
natural materials, such as herbs and spices, and confidently describe their creations.
Children, including babies, develop increasing independence. During snack times, babies
are encouraged to feed themselves, supporting coordination and self-care skills. Staff
support all children effectively, including those with special educational needs, English as an
additional language and others facing barriers, helping them access learning and make
progress from their starting points.
Staff prioritise communication and language effectively. Children develop vocabulary
through meaningful interactions, books and play experiences. However, opportunities to
consistently extend and embed mathematical language during routines and play are not yet
fully developed. Children do not consistently deepen their mathematical understanding and
vocabulary across all areas of learning.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff create a warm and calm environment, where expectations for behaviour
are generally clear and consistent. Daily routines typically help children to understand
boundaries, regulate their feelings and engage positively in learning. Staff take account of
children's age, stage of development and individual needs when supporting behaviour. For
example, staff use visual prompts, gentle reminders and emotion boards at registration to
help children recognise and talk about how they feel. This supports children to begin to
understand emotions and develop a sense of belonging.
Children generally behave well and show consideration for others. Older children cooperate
during play and enjoy helping younger children, such as sharing resources during creative
and role-play activities. Relationships between staff and children are nurturing and secure.
Babies settle well and are comforted sensitively to sleep by familiar staff. Parents speak
positively about the close bonds their children form with key persons and comment that
children are happy to attend.
Staff support children to learn expectations, including sharing, turn-taking and asking for
help. They respond calmly and fairly when children need reassurance or guidance.
However, opportunities for children to consistently strengthen their understanding of
behaviour expectations and independently manage minor conflicts are not yet fully
embedded. As a result, some children continue to rely on adult support to resolve
disagreements during play.

Leaders promote the importance of attendance and punctuality. Procedures to monitor
absences are clear and inclusive, including for children with special educational needs
and/or disabilities and those facing barriers to learning.
Children's welfare and wellbeing Expected standard
Relationships between staff and children are warm, respectful and nurturing. Staff know
children well and generally respond sensitively to their individual needs. As a result,
children, including those who are disadvantaged or face barriers to learning, develop a
sense of belonging and feel safe and secure. Settling-in arrangements are flexible and
tailored to children's needs. For example, new children are comforted by familiar staff and
typically seek reassurance confidently from their key person when needed.
Leaders ensure that care practices are generally well established and implemented
consistently. Daily routines typically support children's understanding of expectations and
promote independence. Children confidently practise self-care skills, such as washing their
hands before meals and tidying away resources after play. This helps children to develop
increasing independence and an awareness of healthy practices.
Children's physical health is promoted appropriately. Staff provide nutritious meals and
understand children's dietary and medical needs, making suitable adaptations where
required. Children benefit from outdoor play and regular walks in the local area, where they
generally develop coordination, balance and physical confidence.
Staff share detailed information with parents and carers to support continuity in children's
care and routines. Mealtimes are generally used appropriately to encourage children's
communication and social interaction. In the main, children benefit from routines and
experiences that support their understanding of healthy lifestyles, personal safety and safe
practices.
Curriculum and teaching Expected standard
Leaders demonstrate a clear understanding of the curriculum and teaching. They have
designed an ambitious and well-sequenced curriculum that reflects the needs and interests
of all children. Staff use assessment effectively to identify what children know and can do,
and to plan next steps that are shared with parents and carers. Staff have secure knowledge
of child development and generally high expectations. This enables children to engage,
explore and build on their prior learning.
The curriculum prioritises communication and language, personal, social and emotional
development and physical development. An environment rich in language supports children
to develop their vocabulary and confidence. Staff follow children's interests well. For
example, when young children explore natural materials, such as lemons, limes and herbs,
staff support their sensory development and discussion. Children are motivated and enjoy
their learning.
Teaching is inclusive. Staff adapt activities and interactions to meet the needs of all children,
including those with special educational needs and/or disabilities and who speak English as
an additional language. This ensures children can access the curriculum and make progress

from their starting points. Overall, leaders and staff introduce early mathematical concepts,
such as counting and comparing size. However, opportunities to consistently extend
mathematical language during routines and play are not yet fully developed. For example,
during water play, while children explore filling and emptying containers, staff do not
consistently model language, such as 'full, empty, more' and 'less'. This means children do
not consistently deepen their mathematical vocabulary or understanding during play.
Inclusion Expected standard
Leaders and staff work closely with parents and carers and other professionals to consider
how to meet the individual needs of all children, including those with special educational
needs and/or disabilities. Staff know their key children well. They are quick to identify when
children may require additional support or those facing barriers to their learning. Staff
regularly review children's individual education plans to ensure these generally reflect
children's progress and clearly identify what they need to learn next. Leaders and staff make
timely referrals for extra support when needed. They ensure that additional funding,
including early years pupil premium, is used to provide targeted support to help close gaps
in children's learning. Staff implement recommendations from external agencies. They share
updates with parents, when working towards children's targets.
Leaders meet with staff frequently to discuss children's progress, individual needs and any
barriers to their learning or wellbeing. They use this knowledge to adapt support and
provision. For example, leaders consider how to promote children's personal development
and emotional wellbeing, when there are changes in family circumstances. They also
support children who are known or previously known to children's social care, working
closely with families and external agencies to ensure continuity of care and stability. As a
result, barriers to children's learning are reduced effectively. Children feel valued, included
and safe.
Leadership and governance Expected standard
Leaders demonstrate a clear understanding of the setting's context and provide effective
strategic leadership. They prioritise children's learning and development and generally
maintain an ambitious approach to improvement. Since the last inspection, leaders have
taken appropriate action to strengthen the curriculum and daily routines. For example, they
have increased opportunities for children to develop independence and adapted planning to
better reflect children's interests and developmental needs.
Leaders maintain oversight of the provision through regular supervision sessions, staff
meetings and ongoing monitoring. These arrangements generally support consistency in
practice and help leaders to identify areas for improvement. Safeguarding, curriculum
delivery and children's progress remain clear priorities. Leaders use information gathered
from monitoring, discussions with staff and feedback from parents to make decisions about
the provision and support children's care and learning experiences.
There is some professional development in place, which includes mandatory training,
alongside opportunities for discussion and reflection during supervision sessions and team
meetings. However, leaders do not sharply focus professional development on the individual
needs of staff or consistently target it towards improving the quality of teaching and

interactions. Leaders recognise the need to strengthen professional development further to
support staff in developing their practice more precisely.
Staff wellbeing is prioritised. Leaders ensure that workloads are manageable by reducing
unnecessary paperwork and providing protected time for planning. As a result, staff
generally feel supported, valued and confident in their roles.
Partnerships with parents, carers and the wider community are well established. Leaders
engage families through regular communication and shared experiences, helping to create a
welcoming and inclusive environment for children and their families.
What it's like to be a child at this setting
Leaders and staff create a welcoming environment. They work closely with parents and
carers and provide a flexible and sensitive settling-in process. This ensures every child feels
emotionally secure. New children form close attachments with their key person. They
develop confidence to explore, knowing they can seek comfort and reassurance when
needed.
Children enjoy their learning and engage with curiosity and creativity. Activities reflect their
interests, such as exploring animals through small-world play. Babies confidently name
animals and imitate sounds, such as 'moo' and 'quack'. Toddlers sort and match animals.
Pre-school children recall bug hunts, describing what they have seen and making links to
their prior learning. These experiences support children's communication and language
development.
Children repeat and practise skills to build their confidence and understanding. Babies
explore posting shapes and receive encouragement to problem solve when shapes do not
fit. Older children build train tracks together and count carriages with support. Children
develop physical skills. For instance, babies crawl, stand and walk using low furniture, and
older children climb and ride with increasing confidence. Children develop a love of books.
Babies explore picture books and flaps, while older children recall familiar stories and join in
with enthusiasm when staff read. Children gather together, showing sustained engagement
and enjoyment.
Children behave well and play cooperatively. They take turns, share resources and begin to
build friendships. Relationships are warm and supportive, helping children to feel safe,
valued and included. Children, including those with special educational needs and/or
disabilities and children who speak English as an additional language, receive support to

Inspector:
Anahita Aderianwalla
About this setting
Unique reference number (URN): 2723947
Address:
220 Essex Road
London
N1 3AP
Type: Childcare on non-domestic premises
Registration date: 16/03/2023
Registered person: Nanny Jane's Nursery LTD
overcome barriers to learning through adapted teaching, targeted support and inclusive
practice. Children make progress from their starting points and develop confidence and
independence. They feel safe within well-established routines. Leaders promote the
importance of regular attendance to support children's learning and wellbeing.
Next steps
Leaders should strengthen the consistent use of mathematical language across the
setting, ensuring children are regularly exposed to vocabulary, such as number, quantity,
size and measure, in daily routines and play
Leaders should continue professional development that is high quality and specific to the
needs of staff.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, parents
and carers and children 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,Thursday,Friday : 07:30 - 18:00
Local authority: Islington
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 30 April 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
55
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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