Little People of Fulham Palace

Little People of Fulham Palace
Unique reference number (URN): 2814613
Address: 726-728 Fulham Road, Little People of Fulham Palace, London, SW6 5SF
Type: Childcare on non-domestic premises
Registered with Ofsted: 14/10/2024
Registers: EYR
Registered person: Little People Nurseries Limited
Inspection report: 2 July 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, whatever their starting points, achieve very well in their learning and
development. They count confidently to 10 and beyond and use mathematical language to
describe size and shape. Children are confident communicators who learn new words
rapidly. Babies quickly move from babbling to saying single words. All children develop a
great love of books. Children demonstrate excellent independence skills. They peel and
prepare their own fruit snacks and serve themselves at mealtimes. Babies feed themselves
with spoons and forks and learn to drink safely from beakers. They learn to walk steadily
and confidently, while older children enjoy climbing across and balancing on fallen trees. All
children gain excellent foundational skills that help to prepare them for their next stage of
learning.
Behaviour, attitudes and establishing routines Strong standard
Children, from the youngest age, learn how to be kind to others. For instance, staff invite
children to play with one another during outdoor activities. They act as role models for
sharing as they distribute water toys fairly and equally among the children. Children patiently
wait for their turn to serve themselves at mealtimes.
Staff manage children's behaviour very successfully. They use a range of highly effective
strategies with necessary adjustments for children with special educational needs and/or
disabilities, and other vulnerable children. For example, staff analyse children's behaviour to
see if there is anything that acts as a trigger and then work with that information to manage
children's behaviour successfully.
Staff share group rules with children, such as to be kind and respectful to each other. They
use praise well to promote children's positive behaviour. Children act in very positive ways.
They play cooperatively together as they create stories together in the mud kitchen in the
garden. Staff talk to parents and carers about the value of regular attendance on children's
progress and how it helps them for school routines.
Children's welfare and wellbeing Strong standard
Staff provide comprehensive ways for children to learn about emotions and how to handle
them. For example, they use organised games and visual resources to help children to
examine a wide range of emotions. Staff use stories and informative discussions to teach
children how to manage different emotions, such as conflict. This helps children to learn how
to regulate their emotions very successfully.
Staff prioritise children's safety. They carry out robust risk assessments, indoors and
outdoors, to remove any risk of hazards. Staff teach children how to act in safe ways. For
example, they teach children about road safety and to be wary of dogs they do not know.
Staff ensure that children are closely supervised at meal and snack times and when they
sleep. They ensure that children are seated securely and remind children to finish eating

food in their mouths before talking. Staff provide safe, suitable and hygienic sleeping mats
for children. They physically check children as they sleep to keep them safe. This helps to
protect children from harm.
Staff provide healthy meals and snacks for children that meet special dietary needs. They
teach children about the value of eating well and children learn to make healthy choices. For
instance, children talk about how chocolate is unhealthy and that fruit and vegetables are
good for their bodies. This shows that children make healthy choices. Staff share
government guidance on screentime with parents and carers to help ensure that children
use screens safely.
Curriculum and teaching Strong standard
Staff provide a thoughtful and well-balanced curriculum based on the Montessori approach,
blended with children learning through play. They ensure that planning for babies is well
targeted to their individual needs and that they have meaningful and purposeful
experiences. Staff provide regular enriching outdoor learning sessions for babies where they
use nature to promote their learning in highly successful ways. For instance, staff teach
babies how to draw in soil using sticks. They show them how soil changes to mud when
water is added. Staff introduce and count pine cones with babies from one to 3. This
provides very sensory experiences for babies while promoting their mathematical and
language skills. It supports their understanding of the world very successfully.
Staff promote children's language skills well. They read stories to children, pausing for
children to reflect and make comments on different parts of the story. Staff teach children
ambitious vocabulary, such as 'enormous'. They ask questions to develop children's
problem-solving skills. For example, staff ask children how a character in a story might
resolve a situation. Children think deeply and offer very effective solutions. Staff teach
children words to describe weight, such as 'heavy' as they compare the weight of stones in
water. They ensure that all activities are skilfully adjusted to meet the needs of children with
special educational needs and/or disabilities, and other vulnerable children. For instance,
staff ensure that children gain strength in their walking skills by practising on different
terrains.
Inclusion Strong standard
Staff meticulously gather information about children in highly effective ways to determine
whether children need additional help. For example, they speak with parents and carers
before children start at the nursery to see if parents have any concerns about their children's
development. Staff carry out regular observations and assessments, including the progress
check when children are aged between 2 and 3 years, which helps to pinpoint any areas of
concern. Staff act very promptly to provide the right support for children. They advise
parents to contact their local doctor or health visitor for further guidance.
Staff carefully and skilfully adjust activities to meet the needs of children with special
educational needs and/or disabilities (SEND), and other vulnerable children. For example,
they use visual cues to support children with speech delay to understand the nursery's
routines. Some staff have received specialist training in supporting children with SEND and
this is used very effectively to provide care and learning to children. Staff make a positive

and lasting difference to the development of children with SEND, and other vulnerable
children.
Leadership and governance Strong standard
Leaders have excellent relationships with parents and carers. Parents express high levels of
satisfaction with the care and learning provided by staff. Their written comments state the
nursery is a 'caring, nurturing, stimulating environment'. Parents receive detailed and
thorough developmental reviews of children's progress. Leaders work successfully with
parents to support children's learning. For instance, they encourage parents to borrow books
from the nursery to share at home with their children to support their language and literacy
development. Leaders provide presentations for parents on the effect of parents and
children spending too much time in front of screens on children's development. They form
links with the wider community by visiting local steam museums, and nature reserves to
enrich children's learning.
Leaders ensure that staff are suitable for their roles by carrying out robust background
checks on staff. They are wholly committed to the continual professional development of
staff. For example, some staff are completing a level 3 in childcare and others have
attended various courses. This includes a course on helping children to learn skills to
regulate their emotions and supporting children's mathematical skills. This has led to greater
understanding and practice in these areas. Leaders value each staff member and ensure
that they have time away from their duties to write up planning and assessment notes. They
provide free daily meals and invite staff to social events, such as day trips. This promotes
staff wellbeing very successfully.
Leaders continuously and comprehensively evaluate all aspects of the nursery. They set
ambitious goals to build ongoing improvements. Leaders robustly promote children's regular
and monitor this to identify and remove any barriers to learning highly successfully.
What it's like to be a child at this setting
Children settle very successfully at this very organised and well-resourced nursery. Parents
and carers and children receive a full welcome into the nursery. They have lots of
opportunities to spend time in the nursery. This helps parents to make more informed
decisions about their children joining the nursery. Once children are ready to start, they
benefit from a very gradual settling-in process that meets the individual needs of children
particularly well. For example, staff find out lots of detailed information about babies when

Inspector:
Jenny Beckles
they start, including home care routines, preferences and comforters. They carefully
incorporate children's interests into curriculum activities which leads to children thoroughly
enjoying activities. Children build very close and bonds with all staff, not just their key
person. This helps them to flourish in their learning and development. Children are very
happy, safe and highly confident. Children are well cared for by staff and achieve well,
whatever their starting points.
Children are highly valued by staff, for instance, staff greet each child by name in songs
every morning. Children feel appreciated and secure. They benefit from positive interactions
with staff, who use warm eye contact and smile at children. Children learn about the effects
of paint on paper as make prints using pretend fruit and vegetables. They confidently name
the colours and shapes of prints they make and handle tools and materials with confidence.
Children learn about names of different sea creatures from staff as they play in a water tray.
They confidently count the number of fish in the water tray and learn about patterns on
zebra fish as staff support them as they play. Staff carefully adjust curriculum activities to
meet the needs of children with special educational needs and/or disabilities, and other
vulnerable children.
Children are excited about learning and attend the nursery regularly. They learn how to get
along with each other through high-quality experiences and teaching. All children gain
valuable skills to prepare them for their next stage of learning.
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 disadvantaged children, those with special educational needs and/or
disabilities, those who are known (or previously known) to children's social care, and
those who may face other barriers to their learning and/or wellbeing.
About this inspection
The inspector spoke with leaders, staff and children, and considered comments from
parents and carers 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.

About this setting
Unique reference number (URN): 2814613
Address:
726-728 Fulham Road, Little People of Fulham Palace
London
SW6 5SF
Type: Childcare on non-domestic premises
Registration date: 14/10/2024
Registered person: Little People Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Hammersmith & Fulham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 2 July 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
57
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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