Motherspet

Motherspet
Unique reference number (URN): 2775233
Address: 17 Westmoreland Road, London, NW9 9BW
Type: Childcare on non-domestic premises
Registered with Ofsted: 29/02/2024
Registers: EYR
Registered person: Motherspet Nursery LTD
Inspection report: 21 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.

Expected standard
Achievement Expected standard
Children have a positive attitude towards learning and are keen to explore the resources on
offer. Children are happy to have a go, and staff make adaptations where appropriate.
Children, including those with special educational needs and/or disabilities, make steady
progress from their starting points. They are confident communicators and are eager to
show visitors their setting and what they can do. While children would benefit from more
consistent opportunities when responding to questions, they communicate their needs
effectively and join in conversations with enthusiasm.
Children demonstrate positive independence skills. For example, they confidently move
within the environment choosing what they want to play with. Children manage their self-
care well. They wash their hands, use the toilets, dress themselves independently to go out
and help setting up the table at lunchtime.
Behaviour, attitudes and establishing routines Expected standard
Children understand what is expected from them and behave well. Leaders and staff set
clear boundaries. They have established a calm and positive environment. Staff model
kindness and gentle behaviour, which children imitate in their interactions with one another.
On the rare occasions where children become frustrated, staff respond sensitively. They
explain their expectations and redirect children's play appropriately. Children play
cooperatively and show kindness. For example, they encourage their friends who are
quieter to join in their play and have fun together.
Routines are predictable and generally well organised. This helps children to feel settled.
Children listen to and follow instructions. For example, they are keen to help at tidy-up time
and line up for staff to carry out headcounts when it is time to go outside. However, at times,
staff do not organise some transition times as effectively. For example, transitions between
some activities, such as changing out of outdoor clothes or getting ready for home time, take
too long. This has an impact on children's engagement in their learning.
Leaders support and monitor children's attendance and punctuality. This helps children to
benefit from continuity in their care and learning. Leaders inform parents and carers of the
importance for children to establish these routines in readiness for school.
Children's welfare and wellbeing Expected standard
Staff provide a nurturing environment and form warm relationships with children. This helps
children to feel safe and secure. Staff work with families to get to know children and their
needs. As a result, they support children's wellbeing effectively.
Children learn how to keep safe through everyday activities as staff help them to identify
risks. For example, while walking to the local park, staff discuss road safety rules with

children. On their way back, children spontaneously remind their friends that 'green man
means go'.
Staff generally promote children's understanding of self-care, such as handwashing and
toileting. Staff work with parents and carers to toilet train children when they are
developmentally ready. Sleeping arrangements are well organised. Staff provide children
with individual sleep spaces and carry out regular checks to ensure children's safety.
Staff encourage children to take some responsibilities. For example, children return toys
after they have finished playing with them and are eager to help setting up the table for
lunch. This helps children to build confidence and develop independence.
Children receive support to develop healthy habits. They have daily opportunities to enjoy
fresh air and active play. Children enjoy fresh fruits for snack. Staff encourage children to
drink water throughout the day to stay hydrated. Oral health is promoted as part of daily
routines. Children engage positively in toothbrushing while staff model correct techniques
and explain why it is important.
Curriculum and teaching Expected standard
Leaders and staff have an accurate understanding of what they want children to learn. Staff
allow children to decide when they want to join in with activities. Children make choices in
their play, choosing from a wide range of resources.
Staff typically support children's communication and language skills well. Staff use
descriptive language during play and read storybooks with the children. They adapt the
activity to the skills of all children involved. For example, they make sure less talkative
children are given the time and space they need to express themselves. However, at times,
some staff do not ask questions skilfully to support children's critical thinking. As a result,
children sometimes miss opportunities to extend their learning further.
Staff foster children's understanding of emotions through conversations and using 'feelings
cards'. Before home time, older children receive encouragement to think about how they felt
during the day at the setting and share this with the group. This helps them to learn to
recognise and express their feelings.
Staff support children's mathematical skills well. Children take part in mathematical focused
activities, matching numerals and quantities. Staff encourage children to find numbers in the
environment. For example, they ask children which number they see on buses on their way
to the park. When children build towers with blocks, staff encourage them to compare sizes
and to count how many blocks they used.
Children develop their physical skills and improve their stamina. They take walks, run freely
and play football at the park. Younger children strengthen their coordination skills shooting
mini basketball. Older children improve their fine motor skills using tweezers to pick up
grass.

Inclusion Expected standard
Leaders and staff observe children's progress to identify gaps in learning and implement
targeted support. Staff recognise when children might experience barriers to learning. They
use their findings to plan a learning environment that considers all children's individual
needs and allows them to join in. For example, they provide quieter areas where children
can explore the same activities as their peers but at their own pace, without being sensory
overwhelmed. As a result, all children, including those with special educational needs and/or
disabilities (SEND), make progress and take part in the setting's life fully.
Leaders work closely with the local authority library to provide children with regular access
to a wide range of books. They bring boxes of library books into the setting. This helps all
children to have opportunities to develop a love of reading and learn about borrowing and
caring for books.
Leaders have high expectations for all children. They have attended training on approaches
to support children with SEND. This helps to ensure children receive the right support at the
right time, particularly those who might face barriers to learning. Leaders understand how to
use additional funding to support the specific needs of children. For example, they would
provide additional resources and learning experiences to allow all children to have access to
a full curriculum and experiences they may not get otherwise.
Leadership and governance Expected standard
Leaders have worked diligently to evaluate and improve their practice since the last
inspection. They have engaged with local authority advisers to seek support and addressed
all previous recommendations. Leaders are reflective, know their setting well and generally
recognise their strengths and areas they want to develop. Changes in leadership have had a
positive impact on the day-to-day running of the setting. For example, new managers have
introduced a revised curriculum and made changes in the environment that led to improved
outcomes for children.
Parents and carers value the 'vibrant and inclusive culture' of the setting. They are pleased
with the care their children receive and praise the dedicated and patient staff. Parents report
that children are happy to attend and that they make secure progress, especially in their
confidence and independence.
Staff feel valued and appreciate working at the setting. Staff report that they can contact
each other and leaders for advice and support at any time. Overall, leaders support staff
well and make sure their workload is manageable. They help new staff through induction,
guidance and supervision sessions. While some staff would benefit from more coaching to
develop their questioning skills to support children's learning even further, this is already part
of leaders' development plan. However, its implementation is still in the early stages.

What it's like to be a child at this setting
Children are happy and settled at this setting. They form warm bonds with the friendly staff.
Children separate easily from their parents and carers. They demonstrate a sense of
belonging and engage well with one another, staff and visitors. Children clearly enjoy their
time at the setting. At the end of the day, they reassure everyone that they will be returning
the following day. Children move confidently in their environment and lead their play. They
participate in a range of experiences and develop their curiosity. Staff encourage children to
notice the world around them. For example, they talk about the breeze on their face, the
same breeze that makes their ribbons move.
Children behave well. They demonstrate kindness and respect towards their peers and
adults. When children become unsettled or minor issues arise, staff calmly offer them
appropriate choices. This helps children to re-engage in activities and understand and
manage their feelings.
Leaders and staff are committed to providing children with high-quality education and care
to support them acquiring the skills needed for their future learning. They gather information
from parents and carers and complete ongoing assessment to identify children's next steps
and plan a curriculum that supports their emerging skills. Staff consider the different needs
of all children, including those with special educational needs and/or disabilities. They adapt
teaching so that all children can access the activities on offer and learn at an appropriate
pace. For example, at toothbrushing times, children with sensory needs are offered dentures
to play with to make sure they are part of the learning experience. As a result, all children
make progress.
Next steps
Leaders should make sure that all daily routines and transitions are well organised so that
children do not have to wait for long periods, to further enhance their engagement.
Leaders should support staff to strengthen their questioning technique further to help
children think critically and solve problems.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, children
and parents and carers during the inspection.

Inspector:
Damiana Cornacchia
About this setting
Unique reference number (URN): 2775233
Address:
17 Westmoreland Road
London
NW9 9BW
Type: Childcare on non-domestic premises
Registration date: 29/02/2024
Registered person: Motherspet Nursery LTD
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Brent
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 21 May 2026
Children numbers
Age range of children at the time of inspection
1 to 4
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.

Total number of places
25
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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