URN EY344187 · Inspected 2026-02-19 · Published 2026-06-30 · Inspector: Kate Daurge
Newpark Montessori School & Nursery Unique reference number (URN): EY344187 Address: 450 Uxbridge Road, London, W12 0NS Type: Childcare on non-domestic premises Registered with Ofsted: 01/11/2006 Registers: EYR, CCR, VCR Registered person: Newpark Childcare (Shepherds Bush) Limited Inspection report: 19 February 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. Strong standard Expected standard Children's welfare and wellbeing Strong standard Leaders skilfully adapt their policies and procedures to support the wellbeing of all children, including those with special educational needs and/or disabilities. For example, they adapt meal routines and intimate care practices for children who need additional support. Staff sensitively consider the background experiences of babies. For example, they work with families to understand how to comfort babies and help them to develop positive sleep habits. Staff's highly effective teaching of physical development helps children to take and understand risks in a safe environment. For example, staff teach children to negotiate space with others and consistently take care. This includes helping children to consider individual sensitivities of others. Children understand how to keep themselves and others safe. Staff are highly responsive to individual children. They have a comprehensive knowledge of the children they care for. This includes considering children's changing personal circumstances. For example, they give children additional emotional support through thoughtful help to develop their feelings of security. Staff work very successfully with families to help them to access wellbeing support for their children to address difficulties or challenges. This includes children who are known, or previously known, to social care. All children thrive at the nursery, building a solid foundation for their physical and emotional wellbeing. Achievement Expected standard All children learn to express themselves well. This includes children who need expert support. Children with barriers to their learning know how to communicate their needs and interests. For example, they use visual cards to show what they know and can do. This helps all children to become confident talkers. Children are excited to explore. They enjoy doing things for themselves. Older children enjoy helping younger children learn routines. Toddlers learn about early scientific concepts, such as by mixing colours. Babies and toddlers develop stamina and strength as they learn to pull themselves up and ride on wheeled toys in the nursery garden. This means they have confidence and develop a positive self-image. All children gain the knowledge and skills they need in preparation for their next stage of learning. Behaviour, attitudes and establishing routines Expected standard Staff typically provide support for children to learn independence skills that help them to feel confident. For example, children collaborate together as they wash up, put on aprons and tidy away after themselves, without prompting from staff. Staff help children to understand the rules of the nursery and how to keep safe. As a result, children are generally motivated to learn and take part in nursery activities. On occasion, during routines, some staff do not help children to consistently focus and concentrate, for example when waiting for their meals or during circle time activities. As a result, this does not support children's best possible behaviour. Leaders and staff promote children's attendance and punctuality to families. Staff build warm and respectful relationships and teach children to be kind to one another. For example, older children recognise when younger children need help. Children help each other explore the environment or learn how toys work. They develop high levels of self-esteem as they learn to do things by themselves. This helps them to develop a strong sense of responsibility and belonging at the nursery. Curriculum and teaching Expected standard Leaders have a clear understanding of the strengths of their curriculum and areas for development. Staff skilfully promote children's independence, such as by providing them with responsibilities to wash the dishes and put on their own aprons. Staff have equally ambitious expectations of what children with special educational needs and/or disabilities can achieve across the nursery. They adapt the curriculum thoughtfully and break down learning into small steps to enable children to experience success. This helps children to feel confident, such as when they complete tasks for themselves. Some staff are not as skilled as others at delivering the curriculum, for example during transition times. They do not make the best use of interactions as an opportunity for teaching, such as at lunchtimes. At these times, there is less consistency in the quality of teaching for children. This means that, on occasion, children do not engage in learning as well as they could. Staff skilfully teach mathematics. Children are motivated to choose to count, measure and understand number. Staff sequence this well across the nursery and use innovative resources to teach children. Staff interact with children positively. They give children the communication skills they need to express themselves. Children are skilled communicators, playing with their nursery friends and negotiating with each other. Staff plan enriching opportunities for children to develop physical skills and coordination. They teach babies to reach for resources, pull themselves up and walk unaided. In the garden, staff teach children to ride on wheeled toys and balance. Children are physically active and develop skills ready for their future lives. Inclusion Expected standard Leaders promote an inclusive culture at the nursery. They encourage all children to join in with vibrant activities that stimulate children's interests. For example, staff provide sensory exploration for children, such as playing with soil and water. This helps children with barriers to their sensory development explore different textures and gain confidence. Leaders make links with external experts to promote learning for children with special educational needs and/or disabilities. They support staff to apply individual learning plans as advised by early years experts effectively. This ensure that children's learning needs are met well. Staff consider the individual needs of children with gaps in their wellbeing. For example, they create individual plans for children with health needs. This ensures children can fully access the learning environment safely. Leaders work closely with staff and parents and carers to set targets to close gaps in children's learning. This includes using funding, where appropriate, to purchase resources linked to children's learning needs. Staff know children well and are reflective of their practice. They attend high-quality training to develop their understanding of how to assess and review children's learning in a step-by-step approach. This helps staff to spot emerging gaps in children's learning quickly. Leadership and governance Expected standard Leaders are reflective of their practice. They collaborate with staff to identify areas of development. Leaders create opportunities for staff to contribute to improvements in the nursery, for example by sharing their learning from training with one another. Leaders encourage staff to reflect on their own practice. They ensure staff have a clear understanding of the curriculum aims. Leaders offer helpful feedback to staff about their work with children, for instance through meetings and supervisions. They ensure that staff have high levels of wellbeing by adapting practices to meet their individual needs. Leaders ensure that staff workload is manageable so that the majority of their time is spent working in the rooms with children. Staff enjoy working at the nursery and feel valued. Leaders ensure that they act in the best interest of all children, including those with special educational needs and/or disabilities. For example, they carefully arrange their approach for transitions between rooms by sensitively considering the learning and wellbeing needs of individual children. This helps children to settle quickly and feel safe in their new learning environment. Leaders work closely with parents and carers to understand children's needs. They help parents to access support services for their children beyond the nursery. This helps to further prepare children for their future lives and education. Compulsory Childcare Register requirements This setting has met the requirements of the compulsory part of the Childcare Register. How we check if a provider meets the requirements of the Compulsory Childcare Register When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes: Met Not met Voluntary Childcare Register requirements This setting has met the requirements of the voluntary part of Childcare Register. How we check if a provider meets the requirements of the Voluntary Childcare Register When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children learn well. They are inspired and motivated to learn to do things for themselves because of staff's careful help. Children benefit from a wide variety of learning opportunities that staff thoughtfully provide. Children are excited to explore and learn with their friends and are ready for their future education. Children, including those with special educational needs and/or disabilities (SEND), develop important characteristics, such as determination. They learn important knowledge from leaders' ambitious curriculum, for instance when learning about number names. All children, including those with SEND, make positive progress from their starting points. Leaders have robust processes for promoting attendance. Leaders and staff make sure that children develop a sense of belonging at the nursery. Leaders consider the changing circumstances of children, including those who face barriers to their wellbeing. Staff work in partnership with parents to celebrate the different family dynamics and backgrounds of children who attend the setting. Staff consider the needs of children with allergies or other health needs when planning routines. Leaders skilfully adapt policies to support children to develop healthy attitudes to rest and food. All children have high levels of happiness and wellbeing. Staff encourage children to form positive relationships with their friends. Children celebrate their friendships and want to share what they know about each other. Older children guide younger children to learn new skills. For example, they teach them how familiar games work so that everyone can take part. Children are aware of the differences between themselves and their friends. They recognise when they need to be sensitive to their friends' needs. All children make a positive contribution to life at the nursery through their compassion for others. Inspector: Kate Daurge About this setting Unique reference number (URN): EY344187 Address: 450 Uxbridge Road London W12 0NS Type: Childcare on non-domestic premises Registration date: 01/11/2006 Registered person: Newpark Childcare (Shepherds Bush) Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:30 Local authority: Hammersmith & Fulham Facts and figures used on inspection Next steps Leaders should further strengthen the quality of staff's practice so that children experience consistently high-quality teaching, including during routines. About this inspection The inspector spoke with staff, leaders, the nominated individual and children. 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. This data was available to the inspector at the time of the inspection. This data is from 19 February 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 82 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? 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