The Never Ending Story Day Nursery

The Never Ending Story Day Nursery
Unique reference number (URN): 2766709
Address: The Never Ending Story Early Education Centre, Bedwell Gardens, Hayes, UB3 4EF
Type: Childcare on non-domestic premises
Registered with Ofsted: 04/01/2024
Registers: EYR, CCR
Registered person: The Never Ending Story Day Nursery Ltd
Inspection report: 24 March 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 achieve well in their learning and development, including children with special
educational needs and/or disabilities (SEND) and those who are known to social care.
Children learn useful skills in preparation for their next stage of learning. Overall, older
children gain some effective communication, language and literacy skills. They enjoy
independently browsing through their favourite stories. Younger children learn to follow
actions in songs and rhymes, and this helps to support their communication skills. Children
learn to do things for themselves. They collect their plates and cups and lay them on the
table at lunchtime. Younger children learn to drink from cups. All children help to tidy up after
play. Children gain secure mathematical skills. They count confidently and securely to 10
and use mathematical language to describe size and shape.
Behaviour, attitudes and establishing routines Expected standard
Staff have caring, trusting relationships with children. They create a positive learning
environment where children happily select toys and activities for themselves. Children
engage well with tasks. For example, children show perseverance as they use scissors to
cut out shapes, taking their time to complete the task. They show kindness to each other.
For instance, children give aprons to each other to get ready for water play. Staff provide
opportunities for children to learn to play well together. For example, they provide communal
play activities with bricks where children collaborate with each other to build models.
Staff have high expectations of children and use effective behaviour management
strategies. They share group rules with children, such as to use 'gentle hands' and to be
kind to each other so children know what is expected of them. Children act in positive ways.
When there are incidents of unwanted behaviour, staff deal with this calmly and help
children to resolve things fairly. They use different strategies for younger children, such as
distraction techniques. Staff help children with special educational needs and/or disabilities
(SEND) to understand routines, for instance by using visual cues. Staff promote the
importance of regular attendance to parents effectively, such as through discussion and in
newsletters. They point out how consistent attendance supports children's progress and
readiness for school.
Children's welfare and wellbeing Expected standard
Staff build relationships with children well and respond quickly to what they need. They
notice when children need comfort and join in their play. Staff support children's wellbeing by
helping them to understand and express their emotions. For instance, they ask children how
they are feeling each day and read stories about different emotions. Staff ensure that
mealtimes are safe, relaxed, social occasions where children talk happily to each other.
Older children show independence as they serve themselves from communal bowls;
younger children learn to feed themselves. Staff ensure that children sleep comfortably and
safely.

Where needed, staff make any adaptations to meet the needs of children with special
educational needs and/or disabilities or those who are known to social care. Staff carry out
daily checks in all parts of the nursery, indoors and outdoors, to reduce risks of hazards.
They teach children how to act in safe ways, for instance to walk indoors and how to use
scissors carefully. Staff provide well-balanced nutritious meals and snacks that meet special
dietary needs. They teach children why it is important to eat well. For instance, staff provide
fruit and vegetable tasting activities and use picture cards of healthy and unhealthy food to
teach children the differences. Children select a picture of a doughnut and say, 'You get
toothache and tummy ache!'
Curriculum and teaching Expected standard
Overall, the curriculum is creatively designed and balanced to meet the diverse needs of
children, including those with special educational needs and/or disabilities (SEND) and
children known to social care. Staff use regular assessments to provide tailored strategies.
They use visual aids and sensory room access effectively to support children with SEND.
Children, whatever their starting points, gain useful skills in preparation for school.
Generally, leaders prioritise children's physical, personal, social and emotional development.
For instance, children share resources during group creative activities and say, 'Sharing is
caring.' Staff provide activities, such as creative cutting and sticking tasks, where children
practise hand-to-eye coordination and fine motor control. Children have daily opportunities
to practise physical movement, such as balancing and using wheeled toys. However,
opportunities for children to extend their physical development are sometimes affected by
inconsistent organisation of the outdoor environment, particularly in relation to younger
children.
Staff help children to gain secure mathematical skills. Children count the number of flowers
they purchase in the pretend flower shop. Staff teach children names of different shapes
they make from play dough. Overall, staff support children's communication, language and
literacy skills effectively. They read stories to children, who have access to a wide range of
interesting stories. However, staff sometimes miss opportunities to introduce new vocabulary
during play, such as different words to describe the taste of fruit or the texture of flowers.
This means that children are not consistently supported to excel in their language and
literacy development.
Inclusion Expected standard
Leaders have clear systems to identify if a child is falling behind in their learning. They
review each child's developmental history when they first arrive at the nursery and assess
children's starting points. Staff keep a close eye on children's progress and carry out regular
assessments, including progress checks for children aged 2. This helps staff to see if a child
is reaching expected developmental milestones. Staff act readily to support any child who is
in need of extra support. They adapt and review all activities and routines to ensure that
they meet the needs of individual children, including those known to children's social care
and children with special educational needs and/or disabilities (SEND). Staff have received
training on autism awareness, and this has led to greater understanding in this area.

Staff work closely with parents and health professionals involved in the life of children with
SEND. Staff create and regularly review individual plans for children with SEND with clear
targets for development. They use a range of effective strategies to support children with
SEND. For instance, staff use bucket time activities to support children in relation to their
attention and listening skills. This involves children with SEND focusing and discussing
single objects with staff. Leaders use early years pupil premium funding to support the
individual needs of children in receipt of it. For example, leaders purchased puppets and
stories to help children with SEND to learn to regulate their emotions. This helped children
to experience calmer moods.
Leadership and governance Expected standard
Generally, leaders monitor and support staff well. They have regular supervision meetings
with staff to discuss and support their workload. Leaders observe staff regularly to generally
monitor the quality of teaching and use this as part of a system to identify training and
support needs. Leaders prioritise staff development by ensuring that staff complete regular
first-aid and safeguarding updates. Staff have attended courses on autism, and this
commitment to continuous learning has improved practice and outcomes for children.
Leaders prioritise staff wellbeing through regular informal check-ins and appreciation
evenings. These initiatives, which include small gifts, ensure that staff feel valued and
motivated in their work.
Leaders provide support for families offering guidance on sensitive issues, such as domestic
violence and 'honour'-based violence. By maintaining links with local organisations, they
ensure families feel safe, supported and well informed. Staff provide parents with daily
updates on children's progress and activities through daily conversations and secure
electronic software applications. Parents' comments state that children with special
educational needs and/or disabilities make secure progress. They value the effective
communication from staff and state that their children are happy and enjoy attending the
nursery. Staff work effectively with parents to support children's development. For instance,
they provide training in autism to enhance parental understanding. Generally, leaders
evaluate the nursery to maintain an overview of the nursery's performance. They set
relevant goals to drive continuous improvement.

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
What it's like to be a child at this setting
Children arrive happily at this busy, stimulating nursery. Staff know the children well. They
take time to find out about each child's starting points, routines and interests. Staff link
activities to this information, and this leads to children feeling happy, engaged and safe in
the nursery. They have close, warm relationships with children and speak to children in
gentle tones. Staff value each child and help children to develop a sense of belonging. For
example, they sing morning greeting songs to welcome each child into the nursery. Children
enjoy positive relationships with each other. For instance, they play well together in the
pretend house where they take on different roles and share resources.
The curriculum is wide and varied and offers children activities across all areas of learning
with suitable levels of challenge. It is designed to meet the needs of all children, including
those with special educational needs and/or disabilities and those known to social care.
Children achieve well from their different starting points. Staff support children's
understanding of the world well. They talk to children about different types of weather and
seasons, for instance by linking spring to flowers. Children learn about the role of people
who help us as they take part in pretend hospital play. Staff teach children names of different
medical tools and how they are used. Children learn about features of the local environment
as they build tracks and create bridges for trains. Staff help children to gain understanding of
how to keep their teeth and gums healthy. Children state confidently that 'sweets are not
good for teeth!' They dry brush laminated pictures of teeth as staff teach them the value of
regular toothbrushing. Overall, children are confident, independent learners who gain
important skills in preparation for their next stage of learning. Leaders promote the value of

Inspector:
Jenny Beckles
About this setting
Unique reference number (URN): 2766709
Address:
The Never Ending Story Early Education Centre
Bedwell Gardens
Hayes
UB3 4EF
Type: Childcare on non-domestic premises
Registration date: 04/01/2024
Registered person: The Never Ending Story Day Nursery Ltd
Register(s): EYR, CCR
consistent attendance by talking to parents about how this supports children's progress and
prepares them for school.
Next steps
Leaders should support children's communication, language and literacy skills further,
particularly by enhancing in the moment teaching to expand children's vocabulary further.
Leaders should improve the organisation of the physical environment to ensure it provides
consistent opportunities to enable children to extend their physical development,
particularly for younger children.
About this inspection
The inspector spoke to leaders, children and staff. She spoke with parents and considered
their views 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.

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30
Local authority: Hillingdon
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 24 March 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
70
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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