Wetherby House Montessori Kensal Village Ltd

Wetherby House Montessori Kensal Village Ltd
Unique reference number (URN): 2817532
Address: Kensal Rise Methodist Church, Chamberlane Road, London, NW10 3NT
Type: Childcare on non-domestic premises
Registered with Ofsted: 12/11/2024
Registers: EYR
Registered person: Wetherby House Montessori Limited
Inspection report: 24 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 make appropriate progress from their individual starting points and develop the
knowledge, skills and confidence needed for the next stage in their learning. Children,
including those with special educational needs and/or disabilities, receive timely support and
participate fully in nursery life.
Children develop communication and language through meaningful conversations, stories
and first-hand experiences. They show increasing independence and sustained
concentration, for example as younger children carefully spoon and pour coloured rice for
extended periods, developing their fine motor control and perseverance. Older children
confidently recognise and match animals to picture cards, demonstrating secure recall of
familiar knowledge. They also become well prepared for school through developing
confidence, resilience and self-care skills. However, staff do not consistently extend
children's learning during planned activities. For example, older children's knowledge is not
developed beyond matching animals to picture cards. Consequently, children to do not
make as much progress as they could in some areas of their learning.
Behaviour, attitudes and establishing routines Expected standard
Children behave well and demonstrate positive attitudes towards their learning. They arrive
happily, separate confidently from their parents and quickly become engaged in the activities
available. Warm, nurturing relationships with staff help children feel emotionally secure,
creating a calm and welcoming environment where they are ready to learn. Staff promote
kindness, respect and consideration for others through clear expectations and positive
interactions. Children learn to share, cooperate and take turns during play. They make
choices, solve simple problems and develop independence through everyday routines. For
example, at mealtimes children confidently serve themselves, pour their own drinks and
clear away their plates and cups, helping them develop responsibility and self-care skills.
Daily routines provide children with a clear and predictable structure. Staff work closely with
parents to understand children's individual needs before they start, helping them settle
quickly. Older children manage transitions well and prepare for school by developing
confidence and independence. Leaders work positively with families to promote regular
attendance and continuity in children's learning. On occasion, a small number of children
throw resources that are not intended for throwing. Staff do not always respond at the time
to reinforce expectations or explain how resources should be used safely. As a result, some
opportunities to strengthen children's understanding of safe and appropriate behaviour are
missed.
Children's welfare and wellbeing Expected standard
Children's health, safety and emotional wellbeing are promoted effectively. Staff develop
warm, nurturing relationships with children, helping them to feel safe, secure and valued.
Positive partnerships with parents ensure staff understand each child's individual care

needs, routines and interests, enabling children to settle quickly and develop secure
attachments with familiar adults. Children benefit from healthy, balanced meals prepared by
the nursery's onsite chef and enjoy regular opportunities to develop healthy lifestyles. Sports
sessions, yoga, creative activities and outdoor learning experiences encourage children to
be physically active. Discussions about healthy eating, oral health and visits from healthcare
professionals help children develop an age-appropriate understanding of how to keep
themselves well. Regular visits to parks and the local community further promote children's
health and wellbeing.
Staff generally promote good hygiene routines throughout the day. Children wash their
hands before eating and after using the toilet, tables are cleaned before mealtimes and staff
encourage children to drink water regularly to stay hydrated. During role play, children are
encouraged to wash fruit before eating, helping them learn healthy habits through play.
However, staff do not always model the nursery's expected hygiene practices consistently.
For example, the shoe-free expectations in areas used by younger children are not always
followed. Consequently, children do not receive consistently clear messages about the
importance of maintaining good hygiene.
Curriculum and teaching Expected standard
Leaders have designed an ambitious curriculum that successfully combines the principles of
the early years foundation stage with the nursery's Montessori approach. The curriculum
reflects the differing needs of babies, toddlers and older children, with a clear emphasis on
communication and language, physical development, personal, social and emotional
development, and increasing independence. This provides children with secure foundations
for future learning.
Staff gather detailed information about children's routines, interests and developmental
starting points. This enables them to establish secure relationships and plan learning that
generally engages and motivates children. For example, children enthusiastically investigate
a volcano experiment, making predictions, observing changes and using new vocabulary to
describe what they see. Leaders work closely with parents by sharing curriculum themes
and providing workshops that help families continue children's learning at home.
Teaching is generally effective and staff support children's communication through
meaningful conversations, questioning and the introduction of new vocabulary. However,
opportunities to develop children's mathematical understanding are not consistently
embedded across the curriculum. Staff do not always make the best use of everyday
experiences to extend children's mathematical thinking or introduce mathematical language
purposefully. Consequently, opportunities to deepen children's understanding of number,
measure and problem-solving are sometimes missed.
Inclusion Expected standard
Leaders have established an inclusive culture where children and families are welcomed,
valued and supported. Staff work closely with parents from the outset to understand each
child's individual needs, helping children settle well, develop secure relationships and feel
safe and confident. Leaders have effective systems to identify children who may need
additional support. Regular observations, assessment and partnership working with families

enable staff to recognise emerging needs and respond promptly, including for children who
speak English as an additional language. Leaders work effectively with external agencies to
secure timely advice and targeted support. As a result, children with special educational
needs and/or disabilities make appropriate progress and participate fully alongside their
peers.
Children benefit from an environment that reflects and celebrates diversity. Staff represent a
range of cultures and languages, providing positive role models and helping children
develop respect for others through planned celebrations, books, resources and everyday
conversations. Leaders also ensure disadvantaged children can access educational visits
and wider learning experiences, removing barriers to participation and strengthening
children's sense of belonging. However, planned learning is not always adapted precisely
enough to children's differing ages, stages of development and prior learning. Consequently,
some children do not consistently benefit from teaching that builds effectively on what they
already know and can do.
Leadership and governance Expected standard
Leaders have established a welcoming and inclusive nursery with high aspirations for all
children. They have developed an ambitious curriculum that reflects the nursery's
Montessori ethos while meeting the requirements of the early years foundation stage.
Leaders have strengthened the provision through improvements to the settling in process,
the reorganisation of learning spaces to better meet children's developmental needs and
increased support for apprentices. These changes have contributed positively to children's
experiences and wellbeing.
Leaders demonstrate a strong commitment to inclusion. They have developed expertise
across the staff team by training several special educational needs coordinators, enabling
children with special educational needs and/or disabilities to receive timely support. Effective
partnerships with parents, the local authority and other professionals help ensure children
receive the help they need at the earliest opportunity. Staff benefit from regular supervision,
safeguarding training and opportunities to work collaboratively. Leaders also engage parents
through workshops and regular communication, helping families support children's learning
at home.
Leaders monitor the quality of the provision and have identified appropriate priorities for
improvement, including enhancing outdoor learning opportunities and continuing to develop
the curriculum. However, self-evaluation is not yet sufficiently systematic to identify the
professional development priorities that will have the greatest impact on improving the
quality of teaching and curriculum implementation. Consequently, professional development
is not always targeted precisely enough to secure consistently effective teaching and
curriculum implementation across the nursery. Overall, leaders have established effective
systems that support children's care, learning and development. They have an accurate
understanding of the nursery's strengths and areas for improvement and demonstrate the
capacity to continue improving the quality of the provision.

What it's like to be a child at this setting
Children are welcomed into this warm and inclusive nursery where they quickly develop
secure relationships with caring staff. They settle well because practitioners work closely
with parents to understand each child's routines, interests and individual needs from the
outset. As a result, children feel safe, develop a strong sense of belonging and confidently
explore their environment. Children enjoy an ambitious curriculum that encourages them to
investigate, make choices and become increasingly independent. They benefit from a broad
range of experiences within the nursery and beyond. Regular visits to parks, museums and
places of interest broaden children's understanding of the world and provide rich first-hand
learning experiences for all children.
Children show enthusiasm and imagination in their play. For example, they create a birthday
cake from playdough with pasta candles, sharing ideas and extending their play with friends.
They develop positive relationships with one another and with adults. Staff promote
kindness, respect and inclusion through everyday interactions and planned experiences that
help children value different cultures and communities. Children play cooperatively, share
resources and become increasingly confident in managing their feelings and behaviour.
They also enjoy celebrating special events with their families, strengthening their sense of
belonging.
Children make appropriate progress from their starting points. Staff identify additional needs
early and work effectively with parents and external professionals to ensure children receive
the support they need. Consequently, children with special educational needs and/or
disabilities are fully included and participate confidently alongside their peers. Children
benefit from healthy meals, regular physical activity and opportunities to develop
independence through everyday routines. They gain the knowledge, skills and confidence
needed for the next stage in their learning, including their move to school. Overall, children
are happy, feel valued and thrive in an environment where they are encouraged to learn,
explore and develop confidence.
Next steps
Leaders should use self-evaluation more systematically to identify professional
development priorities so that training is precisely targeted to strengthen teaching and
curriculum implementation.
Leaders should further support staff to model and promote the nursery's hygiene
expectations consistently and reinforce the safe use of resources, so children receive
clear and consistent messages.

Inspector:
Rizwana Nagoor
About this setting
Unique reference number (URN): 2817532
Address:
Kensal Rise Methodist Church
Chamberlane Road
London
NW10 3NT
Type: Childcare on non-domestic premises
Registration date: 12/11/2024
Registered person: Wetherby House Montessori Limited
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.
Leaders should help staff to consistently tailor their teaching to meet all children's learning
needs and maximise their progress.
About this inspection
The inspector spoke with senior leaders, the special educational needs coordinator,
practitioners, children 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.

This data is from 24 July 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
40
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
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and regulates services that care for children and young people.
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