Young England Kindergarten

Young England Kindergarten
Unique reference number (URN): 2814226
Address: 5 - 8 Queensborough Terrace, London, W2 3TA
Type: Childcare on non-domestic premises
Registered with Ofsted: 17/12/2024
Registers: EYR, CCR
Registered person: Young England Kindergarten (Bayswater) Limited
Inspection report: 29 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.

Strong standard
Achievement Strong standard
Leaders show an awareness of children's starting points and the experiences they need
during their time at the setting to make rapid progress in their development. They focus
heavily on children's language development, ensuring that they are able to communicate
their needs and desires. Leaders and staff make sure that all children, including those who
are reluctant to talk, or speak English as an additional language, get the support they need
through adapted questioning, gestures and pictures to help them communicate.
Children develop positive attitudes to their learning, demonstrating curiosity and resilience
as they explore the resources available. They have plenty of opportunities to develop their
muscles and explore mark making in preparation for early writing. Children show an
increasing interest in stories and numbers. The staff's continual focus on children's interests
has a clear impact on children's achievement. For example, staff support children to
understand concepts such as 'big' and 'small' using dinosaurs, and they count zoo animals
and discuss the characters in their favourite stories. Consequently, children demonstrate the
skills and knowledge they need to continue to excel in their education.
Children who face barriers to their learning, such as children with special educational needs
and/or disabilities, make particularly positive progress in relation to their starting points as a
result of targeted support. They are well prepared for their next stage of learning, such as
school.
Behaviour, attitudes and establishing routines Strong standard
Leaders have established a calm, purposeful environment where expectations are
seamlessly upheld by all staff. Leaders and staff have established 'golden rules' with the
children, which has had a positive impact. For example, children understand that they need
to use 'kind hands and words' towards their friends, as their actions can impact on the
feelings of others. This has resulted in the setting being harmonious and supportive for all
children. When children do experience strong feelings and emotions, staff use the 'colour
monster' consistently to support children in naming their feelings and regulating their
emotions.
Children respond to familiar cues. For example, when children hear staff ring the bell, they
know it is time to stop and listen for the next instruction. Staff are mindful of how they
manage changes in the day, to ensure that changes do not impact on children's learning.
For instance, when it is time to tidy up the room, staff turn this into a game which piques
children's interest. Furthermore, staff turn this into a fun experience where children learn the
names of dinosaurs as they put them back into the box, deepening their opportunities to
gain new knowledge.

Children's welfare and wellbeing Strong standard
Staff know about children's home lives and talk to them about their families, enhancing their
sense of belonging in the setting. They discuss the information that parents share about
their child's time outside of the setting. This allows children to begin to develop an
understanding of the similarities and differences between themselves and their friends.
Leaders are aware of the impact of children not feeling secure at the setting. Therefore, they
have developed a settling-in process which is adapted based on children's emotional
responses. When needed, children are given time to settle in to quieter group rooms, until
they are ready to join in with whole-group activities with their peers. The strength of the staff-
child relationships mean that children feel confident and content.
Children's health and personal care are supported through deeply embedded routines from
friendly staff. Staff encourage children to wash their hands and tidy up after themselves.
Staff explain the importance of these routines and model good practice to children. Children
enjoy healthy snacks during their time at the setting, such as fruit, crackers and rice cakes,
while adults supervise closely. Staff sit facing children at mealtimes, closely supervising
them to keep all children safe.
Curriculum and teaching Strong standard
Leaders have created an ambitious curriculum. They ensure that staff have regular
opportunities to collaborate. For example, staff attend daily meetings to share best practice,
and strengthen their curriculum and teaching skills. Staff agree on what they want children
to learn, and this creates a consistent view for all leaders at the setting. Assessments are
regularly carried out and are adapted for children with additional needs. Staff use this
information to quickly identify and address any gaps in children's learning.
The quality of interactions between staff and children is of a consistently high standard. Staff
observe children's play before joining in. They extend children's ideas, commentate on their
play and provide children with additional challenges to further their learning. Staff are aware
that their interactions can disrupt learning if they are not meaningful. Therefore, they are
mindful of the number of questions that they ask, and ensure that their interactions make a
positive impact.
Staff embed mathematical concepts into different parts of the daily routine. For example,
they sing number songs, explore concepts such as 'bigger' and 'smaller' through
construction materials and support children to count animals as they line them up. Leaders
place emphasis on children's physical development and communication. They believe that
learning occurs beyond the confines of the setting; therefore, children get lots of
opportunities to visit local places of interest. For instance, children visit the library and park
to deepen their knowledge of the world around them. As a result, children remain engaged
and focused throughout the session.

Inclusion Strong standard
Leaders recognise that children need to feel safe and included to thrive during their time at
the setting, so they take purposeful action to securely meet the needs of all children.
Leaders collaborate with staff and parents to identify any potential barriers to children's
learning and development, before creating targeted plans focused on each child's abilities
and next steps. Consequently, staff are well equipped to provide meaningful support, with
parents reporting a noticeable and positive impact on their child's development at home.
Relationships between staff and children are strong. Staff are respectful, nurturing and
understanding in their approach to children, which contributes to children's sense of
belonging. The staff adapt the curriculum based on children's needs. For example, they sing
songs in other languages for children who speak English as an additional language, to
ensure they feel included in key parts of their daily routine.
Leaders use well-designed approaches to address the barriers that some children face.
Staff and external agencies deliver learning opportunities which aim to address areas of
need, such as their speech and language interventions, which have successfully supported
children to develop their vocabulary and confidence. Leaders ensure that children who are
not entitled to external support still make progress through targeted activities, and they
attend training in order to deliver this. Leaders have developed rigorous processes to
monitor the impact of these activities on children's learning before setting new targets. They
use this information to decide what the future priorities for the setting are. Leaders use
additional funding to make a difference to the experiences of children.
Leadership and governance Strong standard
Leaders and those responsible for governance share a vision for a high-quality, inclusive
environment which meets the needs of the community they serve. Leaders know the
families very well and make informed decisions with their needs in mind, particularly for
children with special educational needs and/or disabilities, and those who face barriers in
their learning and wellbeing. The experienced leaders have built effective parent
partnerships, with parents sharing how well supported they feel by the setting.
Leaders recognise the need to continue to support staff, to ensure that their positive impact
is maintained across all area of the setting. Staff receive regular supervisions and
appraisals, which are focused on empowering them and supporting their training needs.
Staff share that they feel well supported by leaders, who are mindful of their wellbeing and
workload when planning developments for the setting.
Leaders and those responsible for governance have established a purposeful and ongoing
professional development cycle. This is balanced, and based on the interests of the staff
member and the needs of the children. Leaders provide opportunities for staff to cascade
the knowledge they have gained to the rest of the team to ensure that all staff benefit.
Leaders share current research and benefit greatly from established partnership work with
external agencies. For example, leaders work with the local authority to gain an insight into
special educational needs and/or disability practices, and implement changes in the setting
based on this. As a result, the setting continually develops and strives for excellence.

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 warm and highly-inclusive setting, where they feel emotionally
secure, happy and valued. Staff cheerfully greet the children and interact with all families,
ensuring that each child is well supported as they start their day. Children show great
excitement as they explore the environment around them, which has been carefully planned
based around their needs. Leaders have implemented effective procedures to ensure that
all children consistently attend and benefit fully from their time at the setting.
Children demonstrate a strong sense of belonging with their friends and the staff. They enjoy
playing with their friends and learn important social skills, such as turn-taking and sharing,
through the skilful support of staff. Children behave extremely well due to the setting's
consistent approach to behaviour. Staff embody kindness, respect and care in their
approach, which radiates through to the children. Children enjoy taking part in all aspects of
the daily routine, including tidy-up time which is turned into an educational opportunity.
All children benefit from the effective partnerships that leaders have built with external
agencies. They work with a range of professionals who enhance the learning opportunities
that children are provided with. For example, children take part in a planned sports coaching
programme, which supports their physical development, as well as focusing on teamwork
and problem-solving. Children demonstrate positive attitudes to learning. For instance, they
spend long periods mastering how to use tweezers until they successfully pick up objects.

Inspector:
Brad Flavien
About this setting
Unique reference number (URN): 2814226
Address:
5 - 8 Queensborough Terrace
London
W2 3TA
Type: Childcare on non-domestic premises
Registration date: 17/12/2024
Registered person: Young England Kindergarten (Bayswater) Limited
Children are deeply curious, independent learners who engage in a broad range of
stimulating activities. Staff encourage children to use the resources around them to be
imaginative. For example, in the art room, children have access to a range of tools and
materials to create artwork that is meaningful to them. When speaking to staff, they proudly
share what they have made and can discuss the process they followed. Through these
experiences, children make sustained and positive progress throughout their time in the
setting and are well prepared for the next stage of their education, including starting school.
Next steps
Leaders should continue to build on their successful work in embedding research-
informed practice and training to reduce barriers for children, with the aim of achieving a
transformational impact on their achievement and wellbeing.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, the
designated safeguarding lead, children, 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.

Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 15:30,Friday : 08:30 -
12:00
Local authority: Westminster
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 29 June 2026
Children numbers
Age range of children at the time of inspection
2 to 3
Total number of places
50
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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