Foresters Den Abbey Nursery

Foresters Den Abbey Nursery
Unique reference number (URN): 2798352
Address: 34 Sun Street, Waltham Abbey, EN9 1EJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 25/06/2024
Registers: EYR
Registered person: Jens Den Childcare Services Ltd
Inspection report: 9 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
Children achieve consistently well across all areas of learning. They develop secure
foundations in their communication and language and personal, social and emotional
development. Children show impressive physical skills as they use large equipment in the
park. They show great stamina and physical strength as they engage in regular walks in the
community. Children know more, remember more and do more as they progress through the
curriculum.
Babies show early counting skills as they point to shark teeth in books. Toddlers show
resilience when building towers and demonstrate problem-solving skills. Pre-school children
use scissors safely and talk about shapes with confidence.
Children are well prepared for their next stage of learning. They practise independence at
mealtimes and during toileting routines. Children follow instructions and manage transitions
with increasing confidence. Children with special educational needs and or/disabilities make
sustained progress from their starting points. They use signs, gestures and visuals to
communicate. Disadvantaged children benefit from targeted support and achieve well in all
areas because barriers to learning have been removed. Children show curiosity,
concentration and motivation. They sustain engagement in activities and demonstrate pride
in their achievements.
Behaviour, attitudes and establishing routines Strong standard
Behaviour and attitudes are securely embedded across the setting. Children behave well
because staff apply routines consistently. Children walk to the park safely. They hold hands
and sing road safety songs. Staff provide well-planned activities that enable children to
practise the behaviours they expect. For example, after impeccable listening and following
the rules during a walk, staff provide an opportunity for children to run to a designated point.
They stop when staff call and show clear understanding of boundaries. Staff model positive
behaviour and use calm and clear language. Children respond well to praise and
encouragement which motivates them even more.
Children develop positive attitudes to learning. They concentrate during puzzles and show
patience during group games. Staff teach children emotional awareness explicitly. Children
use coloured toys to describe feelings. They hug the happy monster and talk about why they
feel that way. Staff support children to regulate their behaviour using now-and-next boards,
fidget cushions and regulation bags.
Leaders analyse behaviour incidents and identify patterns. They adjust staffing, routines and
environments to reduce triggers. Leaders split groups when needed and prepare children for
change. They work closely with parents and carers. Leaders hold honest conversations and
share strategies. Parents and carers say staff are supportive and approachable. Leaders
place an emphasis on promoting children's attendance. They follow up absences the same

day. Leaders talk to families about the importance of regular routines. Children arrive happily
and settle quickly.
Children's welfare and wellbeing Strong standard
Leaders and staff promote children's welfare and wellbeing superbly. Staff build warm and
trusting relationships with children. Babies settle quickly and show secure attachments to
staff who offer sensitive and responsive care. They explore sensory materials with
confidence. Staff understand safe sleep guidance and follow routines rigorously. They place
babies on their backs and complete regular checks. Rooms are cool and calm.
Children learn how to keep healthy. They wash their hands, wipe their noses and pour drinks
independently. Staff remind children to chew carefully and use cutlery safely. Mealtimes are
calm and sociable. Catering staff manage children's allergies well. Foods are labelled and
checked to prevent children with allergies being given foods that may harm them. Staff
supervise children closely. They use clear language to support children's independence and
encourage the impeccable table manners children demonstrate.
Children enjoy daily outdoor play. They climb, balance and run freely in large open spaces.
Babies enjoy walks in buggies as they enjoy the fresh air and take in the awe and wonder of
the natural world. They feed the ducks and notice birds and butterflies. Staff encourage
appropriate risk-taking such as climbing and balancing. This helps children to learn how to
manage their own safety. Staff teach children about healthy choices and oral hygiene.
Dental sessions help children to understand brushing routines and make this part of
everyday routines.
Children feel included and valued. Staff adapt care routines for children with special
educational needs and/or disabilities with sensitivity and precision. They use visuals, objects
of reference and regulation tools regularly to aid children's independence and confidence.
Curriculum and teaching Strong standard
Curriculum and teaching are highly effective. Leaders have designed an ambitious
curriculum that reflects their secure knowledge of child development. They sequence
learning carefully, so children build knowledge over time. Staff understand the curriculum
intent and teach it with confidence. They model language clearly and narrate play with
purpose. Children benefit from rich vocabulary as staff describe actions, objects and
emotions. Children develop physical skills through well-planned outdoor play. They balance
on equipment and practise fundamental movement skills with confidence.
Teaching is consistently high quality. Staff use open-ended questions that help children to
think and solve problems. Staff encourage children to cut dough into big and small pieces,
and count bricks as they build. Staff adapt teaching in the moment. They support children
who need help to settle and adjust expectations sensitively such as when they want to
explore the home corner during small-group time. Babies acquire language rapidly because
staff respond to babbling and introduce new words during their play. Staff introduce 10 new
words every month to expand children's vocabulary.

The curriculum is inclusive. Staff prioritise communication and language for children who
need extra support. They use Makaton, visuals and repetition. Children with special
educational needs and/or disabilities access the full curriculum because staff make effective
adaptations. Staff teach mathematics explicitly. Children name colours confidently and count
objects during their play. Staff weave emotional vocabulary into activities, so children learn
to express their feelings.
Inclusion Strong standard
Inclusion is a strength in this setting. Leaders identify children's needs early and act quickly.
They use a clear and effective approach to supporting children very well. For example, staff
devise plans that have clear and broken-down targets which help children to make excellent
progress. Reviews show sustained improvement. Children with special educational needs
and/or disabilities (SEND), benefit from specialist guidance, including speech and language
therapists and local inclusion partners. Staff use objects of reference and visuals to support
non-verbal communication. Children respond confidently to real objects, such as lunch
boxes and nappies, that help them to understand the next part of the routine. Staff adapt
routines sensitively, so children manage transitions with success and build confidence and
security.
Leaders support disadvantaged children incredibly well. They use additional funding
strategically. Leaders invest in language screening programmes and provide resources that
reduce barriers to children's learning. They track the impact of any funding and adjust
support when needed. Children benefit from targeted language work and additional
resources that help them to thrive.
Children who are disadvantaged receive tailored support. Leaders work closely with external
professionals. They share information promptly and act on advice. Staff understand
children's backgrounds and adapt practice to meet their emotional needs. Leaders hold
open conversations with parents and carers and respond quickly to concerns. Parents say
they feel heard and supported.
Children facing behavioural barriers receive consistent and compassionate help. Staff use
now-and-next boards and regulation bags to support children's emotional understanding and
routines. Leaders analyse behaviour patterns and adjust staffing, routines and environments
to reduce triggers. Inclusion is embedded, consistent and impactful.
Leadership and governance Strong standard
Leadership is reflective and ambitious. Leaders know the setting well and understand the
community they serve. They are fiercely ambitious for all children. Leaders analyse practice
precisely and identify clear priorities for improvement. Recent training around supporting
children who have experienced trauma shows leaders' commitment to responding to
children's changing needs. Staff say training is well matched to the setting and helps them to
support behaviour effectively.
Governance is robust. The nominated individual challenges leaders and supports them to
maintain high standards. Oversight is a fundamental part of the setting's success. Leaders
review policies regularly and ensure they reflect national and local guidance. Safer

recruitment is rigorous. Leaders complete thorough checks, explore gaps in employment
and assess suitability through trial sessions and supervision sessions.
Staff wellbeing is prioritised. Leaders use surveys, supervision sessions and meetings to
gather their feedback. Staff feel valued and empowered. They share ideas and contribute to
improvements. Leaders avoid unnecessary workload and ensure staff use their time
effectively.
Professional learning is a strength. Leaders match training to children's needs. They
disseminate new learning across the team. Staff talk confidently about safeguarding,
whistleblowing and the signs of abuse. They understand broader topics such as The
'Prevent' Duty and county lines. Leaders ensure staff feel empowered to raise concerns
swiftly.
Parent partnerships are excellent. Parents and carers say they feel heard and supported.
Leaders work with food banks and local services to help families facing hardship.
Community links enrich children's experiences. Children wave to shopkeepers and enjoy
familiar routines on walks.
What it's like to be a child at this setting
Children flourish in this nurturing and joyful setting. They arrive excited and often do not
want to leave. Children feel safe because staff know them incredibly well and respond
quickly to their cues. Babies settle with ease. They explore drums, keys and sensory
baskets with curiosity. Babies babble confidently because staff respond warmly and model
language throughout play. Children develop fine motor skills as they use play dough and
make marks with chalks and crayons.
Children enjoy rich experiences every day. They explore puzzles with intense concentration.
Children crawl through tunnels and pretend they are in a space rocket. They mix colours in
the tuff tray and talk about emotions using coloured toys. Children count fish in the bubble
tube and name colours with confidence. They show resilience when towers fall and rebuild
them with determination. Babies explore 'what is in the box' and giggle during peekaboo
games. They feed ducks at the pond and notice natural features with interest.
Children build very close relationships with staff. Key-person bonds are evident across the
nursery. Staff pick up on children's cues and adapt routines sensitively. Children who need
space sit slightly apart with trusted staff during group time but still feel included. Children
walk to the park safely. They hold hands and sing road safety songs. Children stop running

Inspector:
Clare Ford
About this setting
Unique reference number (URN): 2798352
Address:
34 Sun Street
Waltham Abbey
EN9 1EJ
when staff call and show clear understanding of boundaries. Members of the community
wave and play a trumpet fanfare as children pass, adding joy to their routine.
Children enjoy mealtimes. They pour drinks, scrape plates and use cutlery with growing
independence. Staff supervise closely and use clear language. Allergy processes are
robust. Foods are labelled and checked. Children, including babies, practise healthy habits,
such as handwashing and wiping their noses, with impressive skill. Children thrive socially.
They play circle games and practise turn-taking. Children share resources and show
kindness. Staff weave emotional vocabulary into play so children learn to express feelings.
Children feel valued and included. They flourish academically, socially and emotionally
because routines, relationships and teaching are of a consistently high standard.
Next steps
Leaders should deepen the already successful work on inclusion so children who have
special educational needs and/or disabilities, or those who may face barriers to learning
experience commendable levels of individualised support that lead to transformational
impact over time.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, parents
and carers 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.

Type: Childcare on non-domestic premises
Registration date: 25/06/2024
Registered person: Jens Den Childcare Services Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00
Local authority: Essex
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 July 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
44
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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