URN 2798983 · Inspected 2026-06-04 · Published 2026-07-16 · Inspector: Emma Toprak
Liz Day Care Centre Ponders End Unique reference number (URN): 2798983 Address: 193 High Street, Enfield, Middlesex, EN3 4DZ Type: Childcare on non-domestic premises Registered with Ofsted: 10/07/2024 Registers: EYR Registered person: EK Family Solutions Ltd Inspection report: 4 June 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 progress from their starting points. They develop confidence and language skills through interactions and experiences in the setting. Younger children develop early language through songs, musical instruments and engagement. Older children express their ideas and thoughts during activities and conversations with adults and their peers. For example, children use language to describe their understanding of temperature when discussing food at mealtimes, explaining 'It's not cold, ice is cold'. Children develop early mathematical skills as they count and identify different shapes during activities. They develop their independence and the skills they need for their next stage of learning. They follow routines, tidy away resources and walk safely during outings. Children manage tasks for themselves, such as serving themselves during mealtimes and putting on their jackets. These experiences help children develop the skills they need for their next stage of learning. Parents report that children are making progress in their confidence, communication and independence. Behaviour, attitudes and establishing routines Expected standard Children have a positive approach to their learning at this setting, and they engage in a range of activities throughout the day. Staff have routines and expectations, which children understand and follow. Children take part in group sessions where they listen, take turns, and join in with songs and discussions with their peers. Leaders have clear expectations for behaviour and routines, which staff implement across the setting. Staff support children to build positive relationships and encourage them to show consideration and care to one another. They encourage children to share resources, take turns and think about others' feelings. Staff support children to recognise when their actions have an impact on other people and encourage them to apologise and show kindness to their peers. Staff use praise and reassurance to encourage children to join in with activities. They encourage the less confident children to join activities and become involved in group sessions. Children respond well to rules and reminders from staff to ensure the smooth running of the daily routine, including tidying away resources and transitioning between activities. Leaders and staff work in partnership with families to promote attendance and ensure that children receive consistent learning experiences. Children's welfare and wellbeing Expected standard Staff know children well and support children's welfare and wellbeing through positive relationships. They understand children's individual needs and help keep them safe. Staff establish a caring environment where children feel valued and supported. They encourage children to talk about their feelings and seek support from staff when needed. Staff work in partnership with families to make sure that children's individual needs are understood and met. They provide ideas for how families can support their children's learning at home. For families who speak English as an additional language, staff use translation and communication tools to remove barriers to support. Staff support children's health and wellbeing through daily routines and care practices. Children develop independence skills, for example, when washing their hands, serving themselves at mealtimes and carrying out other age-appropriate tasks. Staff encourage younger children to develop independence appropriately, for example by peeling easy fruits such as bananas. Leaders ensure that children receive healthy and balanced meals. Staff have suitable arrangements to support children's dietary, sleep and other needs. Leaders and staff ensure children's safety is paramount. They use secure entry procedures, sign-in systems and risk assessments and maintain vigilant supervision. These help to keep children safe both within the setting and during outings in the local community Curriculum and teaching Expected standard Leaders design a curriculum that takes into consideration children's interests and their stages of development. For example, when children show an interest in transport, staff build on their interest through planned creative activities. They provide role-play activities, community outings, and arrange visits to nursery from the police and fire service. Staff adapt activities to meet children's individual learning and developmental needs. This helps all children to access learning and participate in activities. Staff support children to develop their communication and language skills through everyday interactions and planned activities. During role-play activities, staff encourage children to talk about what they can see and do. Staff use simpler language to support children who speak English as an additional language, to help them to take part in the activities. Children use language to describe what they are doing. For example, they say, 'All the juice is coming out,' while cutting vegetables. Staff extend conversations and encourage children to try different ways of cutting the vegetables. This helps children develop their vocabulary and confidence in speaking. However, on some occasions, not all staff consistently use opportunities to extend children's communication, language and engagement. Staff provide opportunities for children to develop early mathematical understanding through daily routines and planned activities. For example, during circle time they encourage children to count and identify different shapes. Staff take children to the park every day to support their physical development. Children enjoy running, climbing, balancing and developing gross motor and coordination skills. Inclusion Expected standard Leaders create an inclusive environment where children and families are welcomed into the setting. Staff gather information about children from the very start through discussions with parents. This helps staff understand children's backgrounds, interests, routines and individual needs so they can plan to meet all children's learning needs. Staff celebrate children's different cultural backgrounds and religions. For example, children come into the setting wearing traditional clothing during cultural celebrations and talk to their friends about it. Children also share foods from different cultural backgrounds. Staff use translation tools and learn key words from children's home languages to support communication and language and help children develop a sense of belonging. Leaders work in partnership with parents and external professionals to reduce barriers to children's learning and development. Staff access support and strategies from the local authority when they identify any concerns, and they work with families to ensure children receive the support they need. Leaders use funding to purchase resources linked to children's interests and developmental needs. For example, they have purchased dinosaurs and sensory-themed resources to support children's engagement in learning. Children take part in regular outings within the local community, including visits to local shops, the park and the post office. These experiences help to extend their understanding of people and the world around them. Leadership and governance Expected standard Leaders understand the setting's strengths and priorities for improvement. They reflect on their practice through discussions with staff during regular staff meetings. Leaders work in partnership with the local authority and take on board advice from professionals, such as the local authority early years team. This helps them make informed changes to the learning environment and improve how children access and engage with the resources and activities available to them. Leaders ensure that staff maintain regular communication with parents about their children's learning and development. This is done through daily feedback, electronic communication and face-to-face meetings. Parents speak positively about the support and the information shared about their children's milestones. Staff use translation tools and multilingual staff members to help remove barriers for families who speak English as an additional language. Leaders understand safer recruitment practices and ensure that children are cared for by a suitable staff team. Staff report that leaders are approachable and available to provide support when needed. Leaders also consider staff wellbeing and workload when at work and make it clear that staff can talk to them at any time. What it's like to be a child at this setting Children are happy, settled and cared for at this welcoming setting. They develop positive relationships with staff, who understand their needs and support them to feel safe, included and valued. Children enjoy learning and playing together. Staff encourage children to Inspector: Emma Toprak About this setting participate in group activities, for example circle time, where they sing songs that celebrate each child. Each child takes a turn to stand up and dance in front of their friends, boosting their confidence. They also enjoy guessing 'what's in the bag?' and identifying different shapes. Staff support the less confident children to engage in activities and become involved in group sessions. Children's voice is appreciated and taken on board in this setting. For example, children show an interest in transport, including the local railway station, cars and buses. Staff plan learning experiences around children's interests in transport and the wider community. Children benefit from a range of opportunities that broaden their understanding of the world around them, such as regular outings in the local community, which help them learn about their environment. Children learn about different cultures and backgrounds. This helps them to develop respect for similarities and differences between themselves and others. Children behave well and follow routines within the setting. Staff support children to share, develop turn-taking skills and consider the feelings of others. Parents speak highly of the nursery and report that children are happy, settled and making progress in their confidence and independence. Next steps Leaders should ensure that staff consistently provide high-quality interactions to engage all children in learning experiences. Leaders should support staff to extend children's communication and language more consistently during interactions and activities. About this inspection The inspector spoke with the leaders, practitioners, the special educational needs coordinator, parents 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. Unique reference number (URN): 2798983 Address: 193 High Street Enfield Middlesex EN3 4DZ Type: Childcare on non-domestic premises Registration date: 10/07/2024 Registered person: EK Family Solutions Ltd Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30 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 4 June 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 24 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? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright