URN 2710991 · Inspected 2026-07-02 · Published 2026-09-01 · Inspector: Louise Mackay
Katey's Nursery & Preschool Unique reference number (URN): 2710991 Address: The Old National School, The Ham, Brentford, TW8 8HF Type: Childcare on non-domestic premises Registered with Ofsted: 19/10/2022 Registers: EYR Registered person: Katey's House 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. Expected standard Achievement Expected standard Children of all ages typically develop appropriate knowledge and skills in all areas of learning, for their age and stage of development. They are prepared for the next stage of their education. For example, older children are well skilled in readiness for their school transition and demonstrate skills taught by the setting such as independence, patience and turn-taking. Younger children build on their early developmental milestones and staff build on experiences to continue to encourage children to thrive, such as walking and using simple words. All children, including those with special educational needs and/or disabilities (SEND), and those with barriers to their learning typically achieve well from their starting points and are developing in all areas. Staff encourage and support children with SEND to achieve and thrive by using targeted next steps and individual methods to support learning and development. Behaviour, attitudes and establishing routines Expected standard Children typically behave well and have clear behavioural expectations from leaders and staff. Although, due to inconsistency in addressing behaviour, there are some occasions where staff do not swiftly correct and resolve behaviour that is not in line with expectations. Leaders promote the importance of attendance and share expectations with parents frequently. As a result of this, children's attendance is consistent. Staff implement an effective routine which supports children of all ages with their care and learning needs. Children as young as babies recognise calming music and demonstrate an understanding it is time to rest, and older children recognise a yoga session as time to relax and recharge. Staff use a range of methods to support children to understand the routine, such as visual cards on lanyards and sign language. This helps to ensure every child, including those with barriers to learning is aware and comfortable in the routine and what is happening next. Staff engage and interact in a range of activities with the children while role modelling key skills such as listening to one another and sharing ideas. Due to this, children typically develop positive attitudes to learning and are eager to engage in group play. Children form secure attachments with staff, and they demonstrate a sense of belonging due to the care and attention from the staff. For example, children approach staff when they require some extra reassurance and staff are swift at identifying what the child needs. As a result of this, children are confident, happy and overall positively engaged in the environment. Children's welfare and wellbeing Expected standard Leaders and staff have implemented strategies to support children's welfare and wellbeing, and this is having a positive outcome. For example, as part of their wellbeing programme, methods such as calming music is used to support children's emotional regulation and relaxation. Staff are attentive to each child and understand their varying individual backgrounds. Staff celebrate each child and encourage them to be unique and self- expressive. Older children engage in role play based on personal events and younger children join in with singing and dancing. Staff support the care of each child and are attentive to changing circumstances in children's learning and development. Staff support the hygiene of children appropriately while still encouraging suitable independence. Mealtimes are an engaging and social event, and staff talk to children about healthy choices and the importance of a balanced diet. Staff also encourage the children to understand how to keep safe. For example, during hot weather, staff encourage the children to sit in the shade and drink their water before returning to play. Leaders are reflective and use relevant guidance to ensure policies and practice remain effective and to a high standard. For example, leaders have reviewed their arrangements for children's sleep in line with safer sleep guidance, and they are continuing to monitor this as new guidance is developed. Curriculum and teaching Expected standard Leaders have a clear understanding of the setting's curriculum, and they have been continuously supporting all staff to implement the curriculum consistently. Though there is a well-designed curriculum in place, this is not yet fully embedded among the full staff team. For example, staff require further training and support to consistently support children's communication and language development. However, the curriculum is designed so that every child can achieve, learn and develop, and leaders regularly partner with their internal educational development team to continue to further support staff as a priority. Through observation, monitoring and coaching, leaders ensure that the curriculum is being used effectively to guide next steps and to support the development of every child's learning. Staff are skilful at adapting learning experiences to ensure every child has equal access to the curriculum. For example, staff follow children's abilities with mathematical based activities and adapt their approach to ensure every child is able to understand and achieve their individual desired goal. Across all ages, there is a focus on physical development, both indoors and outdoors. Children engage in a range of planned activities, such as dancing, climbing, yoga and large ring games to keep active. The curriculum also has a focus on books and creating a love for reading, for example, there is a lending library available to all parents to encourage home reading. Inclusion Expected standard Leaders and staff are able and confident to swiftly identify any potential barriers to learning and development. Using methods, such as targeted support plans and ongoing observation to track progress, staff monitor and track children to ensure effective adaptations and support is implemented for all children, including those with special educational needs and/or disabilities. For example, staff work closely with a range of external therapists to support children's physical care needs, and they use reports and findings to then shape the learning and care experiences in the setting for consistency. Leaders and staff provide ongoing support to families such as providing specialised support packages around potty training, behavioural concerns and supporting development. The impact of this is families of all circumstances and backgrounds feel supported by the setting and can be involved in the care and development while at home. The curriculum has a focus on communication and language. However, due to some inconsistencies with delivering the curriculum, children with English as an additional language are not always fully and adequately supported with their language development. For example, some staff use sign language and visual cards on a lanyard to communicate with children with English as an additional language, but this is not a consistent approach yet. Leadership and governance Expected standard Leaders demonstrate a secure understanding of the setting's strengths, priorities and context. For example, leaders identify that due to a recent onboarding of new room leaders, and changes to the staffing team, support is required to ensure consistency in delivering high-quality care and education during this transition period. Through internal and external guidance and partnership, leaders remain up to date with relevant updates, which they then use to shape internal policies and procedures where required. Leaders demonstrate ambition to achieve high quality care and education and they acknowledge further ongoing training and support is needed to ensure expectations and outcomes are fully embedded. For example, leaders use monitoring techniques to outline practice not in line with expectations, and they review this regularly to ensure staff feel well supported and remain suitable. Leaders ensure staff are well equipped to fulfil their roles. Leaders regularly review training needs during staff supervisions and implement systems, such as observations and audits to monitor consistency. For example, following concerns raised around staff's failure to whistle- blow on poor practice, leaders identified this as a training need and delivered refresher training to all staff as a precaution. Leaders identify gaps swiftly and put appropriate steps in place to ensure staff's wellbeing and workload remains manageable, while still offering high- quality care and education. For example, with the absence of a room leader in the baby room, leaders placed a senior member of the team in this room to support and monitor until a new room leader is appointed. As a result of this, leaders positively support the wellbeing of staff and children. What it's like to be a child at this setting Children are social and enjoy spending time together engaging in a range of indoor and outdoor activities. Children show curiosity and develop key skills as they play and explore. For example, younger children pick freshly grown herbs from the garden and use it in the home corner as they engage in cooking role play. Children of all ages demonstrate an eager and excitable approach to learning and exploring. Younger children excitedly explore a sensory activity as they walk through sand, grass and water. Older children eagerly learn about recycling and how to help look after the planet. Children are typically achieving in all areas of learning and developing important social and developmental skills. They demonstrate appropriate knowledge and understanding relevant to their age and stage of development. For example, independence is supported across all age groups and by the time children are in pre-school, they are sufficiently independent and demonstrate the early skills needed for school, such as self-dressing and self-care. All children, including those with special educational needs and/or disabilities (SEND) are effectively supported by key staff and as a result, they are making progress. For example, children with SEND have targeted plans with next steps which are frequently reviewed and monitored to ensure activities and targets remain appropriate, achievable and in line with the children's needs. Children build warm and positive relationships with staff and one another. Using key times such as settling-in periods and parents meetings, key people work closely with parents to gain understanding of the child and share any next steps. As a result of this, all children have a key person that understands their personal learning and care needs, and can implement individualised learning and care strategies. For example, staff meet with parents before children join the setting and they discuss the care routines, such as sleep patterns and weaning needs. These are then implemented in the setting for consistency and to help settle the children. Next steps Leaders and staff should continue to consistently embed the curriculum and deliver high- quality learning experiences which support all areas of learning. Leaders should continue to support staff through targeted training and coaching to ensure all staff remain able and suitable in their role. Leaders and staff should continue to implement a consistent behaviour approach which supports children to understand behavioural expectations. Leaders and staff should continue to implement strategies to support the language development of all children, including those with English as an additional language. About this inspection The inspector spoke with leaders, practitioners, and parents 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 Inspector: Louise Mackay About this setting Unique reference number (URN): 2710991 Address: The Old National School The Ham Brentford TW8 8HF Type: Childcare on non-domestic premises Registration date: 19/10/2022 Registered person: Katey's House Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Hounslow 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 0 to 3 We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Total number of places 60 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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