URN 2788826 · Inspected 2026-05-12 · Published 2026-06-25 · Inspector: Annelie Krause
Jelly Bean Nursery Unique reference number (URN): 2788826 Address: 285 Silver Street, London, N18 1NQ Type: Childcare on non-domestic premises Registered with Ofsted: 20/05/2024 Registers: EYR Registered person: Jelly Bean Nursery Ltd Inspection report: 12 May 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 Achievement Strong standard All children, including children with special educational needs and/or disabilities, make excellent progress from their individual starting points. Children develop the knowledge, skills and confidence they need for their next stage of learning. They overcome barriers to learning and demonstrate growing independence as they build on what they already know and can do. Children develop highly effective communication and language skills through rich experiences with books, familiar nursery rhymes, meaningful conversations and new vocabulary. They confidently express their ideas, share their thoughts and use new words in their play and interactions. Children use a range of communication methods, including Makaton, to support their understanding, express their needs and participate fully in conversations and learning experiences. Children develop secure early literacy skills and are well prepared for their transition to school. For example, during carpet time, children confidently recognise their names on their seating mats and identify sounds in their names and other familiar words. They show enjoyment and confidence as they apply their growing knowledge in everyday experiences. Behaviour, attitudes and establishing routines Strong standard Leaders have high expectations for children's behaviour and embed clear routines consistently across the nursery. Staff support children extremely well to understand daily expectations, helping them feel safe, secure and confident within the setting. Leaders and staff use effective and inclusive approaches to support children with special educational needs and/or disabilities, particularly during transitions. For example, children receive dedicated support from their key person, who guides them with known strategies, such as by using visual prompts and signs. These strategies are carefully adapted to meet the needs of each individual child. This support helps them to understand the routines and therefore move confidently between activities, minimising their barriers to learning. Children demonstrate excellent attitudes towards learning and eagerly engage in activities and routines throughout the day. During carpet time, children remain focused as they join in with familiar songs and signs that build on what they already know and can do. Staff successfully support children to develop their concentration and confidence during group experiences. Children play cooperatively and form positive relationships with their peers. For example, children in the pre-school room work together to build constructions during free play. They take turns, listen carefully to one another's ideas and collaborate respectfully. Children confidently speak with visitors about the activities they enjoy during their nursery day. Leaders actively promote the importance of regular attendance so children consistently benefit from the rich learning opportunities available. Children's welfare and wellbeing Strong standard Leaders and staff place significant emphasis on promoting children's health and wellbeing. They engage children in meaningful conversations about healthy food choices and encourage healthy packed lunches. Leaders also work closely with families to promote balanced diets and good oral health practices. For example, children and parents receive toothbrush packs to use at home, helping to strengthen consistent hygiene routines between nursery and home. Children benefit from regular opportunities to strengthen their physical development and understanding of how their bodies work. Staff plan activities that encourage movement and exercise throughout the day. For example, before carpet time, children enthusiastically take part in stretching activities and confidently explain that lungs expand when breathing in and become smaller when breathing out. This helps children understand their bodies and the importance of physical activity. All children, including children with special educational needs and/or disabilities, are fully included and supported to participate through adapted resources and teaching approaches that meet their individual needs. Children develop positive hygiene practices and follow daily routines confidently. Older children independently wash their hands before meals and after using the toilet, showing a secure understanding of good hygiene. Staff consistently explain the importance of these routines, helping children become increasingly independent and prepared for their next stage of learning, including school. Leaders implement highly effective risk assessments and robust procedures for sleeping, eating and supervision, ensuring children's safety and wellbeing remain a priority throughout the nursery day. Curriculum and teaching Strong standard Leaders have a highly secure understanding of what they want children to learn and implement an ambitious, carefully sequenced curriculum for all children, including children with special educational needs and/or disabilities (SEND). The curriculum is designed to build essential foundations for future learning, with a sharp and consistent focus on communication and language, physical development and personal, social and emotional development. Mathematics is embedded securely. For example, younger children develop early mathematical understanding through nursery rhymes and counting activities. Older children benefit from direct, well-planned teaching of numbers and mathematical concepts in the pre-school room. Leaders rigorously monitor and evaluate the quality of teaching and curriculum implementation. This ensures that children make rapid and sustained progress from their starting points. Children's emotional development is prioritised exceptionally well throughout the nursery. For example, children learn about emotions through the consistent use of 'The Colour Monster'. Younger children begin by identifying different emotions, while older children develop strategies to recognise and regulate their feelings. This inclusive approach particularly benefits children with SEND, while also supporting all children to build confidence, resilience and emotional awareness. Experienced staff deliver high-quality teaching and know all the children exceptionally well. They consistently adapt their teaching to meet the children's individual needs and stages of development effectively. This ensures all children are included in the well-planned learning experiences. Staff use ongoing assessment well. They consistently build on what children already know and can do, which helps to reduce any identified gaps in learning and development. Communication and language are embedded throughout the curriculum through meaningful conversations, new vocabulary and carefully considered questioning. Inclusion Strong standard Leaders and staff demonstrate a highly inclusive approach. They are committed to ensuring that all children, including children with special educational needs and/or disabilities, achieve well and fully access the curriculum. Staff are highly knowledgeable and continue to strengthen their understanding through ongoing training and professional development. They know children and their families exceptionally well and use this knowledge to quickly identify and reduce barriers to learning. From the moment children enrol, leaders gather detailed information about their individual needs, interests and family circumstances. Positive relationships with families are established from the beginning, helping children to settle quickly. This ensures that parents feel listened to, involved and valued. Robust assessment procedures help staff identify children who may require additional support at a very early stage. As a result, children receive timely and targeted support that helps them make positive progress from their starting points. For example, staff place a strong focus on helping children recognise and regulate their emotions. They consistently use the story 'The Colour Monster' to support children's understanding of feelings. Staff use visual timetables, timers and sign language to help children understand the routines, communicate their needs and be able to confidently join in with the planned activities. Leaders and staff work effectively with external professionals, including speech and language therapists and healthcare professionals, to provide consistent support for children and their families. Parents speak highly of the support they receive and describe how staff go 'above and beyond' to help children with barriers to their learning fully participate in nursery life. Leadership and governance Strong standard Leaders have a clear understanding of the setting's context, the local community and the individual backgrounds of families. They know the children in their care exceptionally well and use this knowledge effectively to identify strengths and areas for improvement. Leaders regularly evaluate the quality of the provision through ongoing discussions with staff and parents, alongside information gathered from the local authority. For example, leaders identified that children's access to outdoor learning could be strengthened further and have already started extending the outdoor area to create a nature space that encourages children's curiosity and discovery. Leaders and staff build strong and trusting relationships with children and families. Parents speak very positively about the 'caring' and 'supportive' staff. They describe how staff share effective strategies that also support the children's development at home. Leaders have a very secure understanding of the needs of children with special educational needs and/or disabilities (SEND) and children who face disadvantage. Effective partnership working with external professionals ensures children receive timely referrals, targeted support and appropriate funding. Leaders and staff are highly experienced and continue to strengthen their knowledge through targeted professional development, particularly to support children with SEND. As a result, staff provide more precisely targeted support that helps children make progress in their learning and development. Staff use funding effectively, including early years pupil premium, to provide resources and experiences that support children's development and help reduce gaps in learning, for example by funding physical development activities to further promote healthy lifestyles. Staff report that leaders support their wellbeing and consider their workload carefully. What it's like to be a child at this setting Children arrive happily at nursery and are greeted warmly by enthusiastic staff who know them exceptionally well. This creates a highly nurturing and welcoming atmosphere where children arrive with smiles on their faces, eager to begin their day. They settle quickly into familiar routines and confidently manage tasks independently, such as hanging up their coats, moving their pictures onto the attendance board and sharing their emotions with staff. Children demonstrate that they feel safe, secure and valued within the setting. All children, including those with special educational needs and/or disabilities, are highly engaged in the thoughtfully planned experiences available to them. They show curiosity and sustained concentration as they explore activities with excitement. For example, children carefully use small nets to remove plastic and other materials from water during a messy play activity linked to pollution. They eagerly discuss what they can see and work together to clean the water. Children demonstrate that they are motivated learners who enjoy investigating and exploring together during play. Children build strong relationships with their peers and staff. They enthusiastically greet their friends and naturally invite others to join in with their play. Indoors and outdoors, children play cooperatively, demonstrating respect towards one another. Staff consistently support children to understand how to keep themselves and others safe during play. For example, during a game of catch, staff encouraged children to think about how to navigate safely through the space. Children thrive during the extensive opportunities for outdoor play and physical activity. They confidently access a wide range of resources, including skateboards, climbing equipment and ball games. Children make positive progress in their communication and language Inspector: Annelie Krause About this setting Unique reference number (URN): 2788826 Address: 285 Silver Street London N18 1NQ Type: Childcare on non-domestic premises Registration date: 20/05/2024 Registered person: Jelly Bean Nursery Ltd Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30 within this language-rich environment. Staff skilfully engage children in meaningful conversations, consistently introduce new words and use open-ended questions to deepen children's thinking. Children develop a genuine love of books and independently choose to share familiar stories with friends or quietly enjoy books by themselves. Next steps Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with barriers to their learning or wellbeing. About this inspection The inspector spoke with leaders, practitioners, children and parents 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. Local authority: Enfield Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 12 May 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 27 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. 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