Buttercups at Chiswick

Buttercups at Chiswick
Unique reference number (URN): EY428455
Address: 38 Grange Road, LONDON, W4 4DD
Type: Childcare on non-domestic premises
Registered with Ofsted: 11/05/2011
Registers: EYR
Registered person: Buttercups Nursery Limited
Inspection report: 6 February 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, including those who face barriers to learning and wellbeing, make secure progress
in their learning and development. They learn important skills to prepare them for the next
stage of their learning, including the move on to school. For example, children develop their
independence as they wipe up spills, pour their own water or serve their own food. Children
develop early listening and communication skills very well. Babies hear key words
consistently, which vary in pitch and tone to gain their attention and support understanding.
This helps babies tune in and respond to familiar sounds and voices. Toddlers develop their
creativity and imagination as they board the 'Magic Train' and participate in imaginary
adventures on the ride. Children develop confidence to express their ideas and display very
good attention and focus as they play and learn.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff create a positive and welcoming environment. They set clear expectations
for behaviour, helping children develop their social and emotional skills. Staff implement
extremely consistent routines, and children have an in-depth understanding of these. They
carefully consider how to support children to transition and do this through clear
explanations and songs. Staff use descriptive and positive praise to help children to
understand the expectations of behaviour. Staff carefully consider how to help children to
develop their attention and focus through a well-considered mix of independent activities
and adult-led activities.
All children form trusting relationships with staff. They feel safe and supported, helping them
to feel confident to join in activities and explore new ideas. Staff encourage children to work
together and develop social skills. For example, children work together as they use shovels
to transport soil. Staff help children very well to share, take turns and resolve minor conflicts.
This supports children to build friendships and show respect for others. Staff model good
behaviour and guide children to manage their emotions.
Staff carefully consider each child's age and stage of development and their individual
needs. They provide support tailored to each child to encourage a positive attitude to
learning. Leaders promote punctuality and good attendance. They explain to parents why
regular attendance matters. They contact parents if children miss sessions and address any
challenges families face. This ensures children do not miss key learning experiences.
Children's welfare and wellbeing Strong standard
Leaders and practitioners know the children extremely well. They have a precise
understanding of each child's individual needs and respond quickly to any changes in their
circumstances. Leaders carefully consider how to ensure that children understand the
importance of eating healthily. They ensure that children are exposed to a wide range of
healthy foods. Children explore healthy foods using their senses, support the chef with
making healthy foods and enjoy eating them. Staff support children to enjoy and appreciate

the outdoors through regular forest school sessions and carefully planned learning
experiences in the garden.
Staff plan the environment very carefully. They provide child-size tools in the garden and
pre-school room. Children learn to use these safely and with control. This approach helps
children understand risk and make sensible choices. Staff place a high focus on children's
personal, social and emotional development. This is a key priority across the setting. Staff
support children to understand and manage their emotions and behaviour. As a result,
children are increasingly able to recognise their feelings and understand how their actions
affect others.
Staff show genuine care for children's wellbeing. They take a positive interest in children's
lives and work closely with families. Leaders ensure that daily routines are well established
and highly effective. They implement daily and highly consistent times for toothbrushing,
sleep, meals, snacks and personal hygiene, which helps children feel exceedingly safe and
secure. Children settle quickly and show high levels of confidence in the nursery
environment.
Curriculum and teaching Strong standard
Leaders design an inclusive and well-sequenced curriculum. They prioritise children's
physical and personal, social and emotional development. The curriculum reflects children's
interests and supports high levels of progress across all areas of learning. Staff interact
warmly and respectfully with children. They know children very well and have an excellent
understanding of their age and stage of development, their individual needs and their next
steps in learning. This supports children's confidence, wellbeing and engagement in
learning. For example, young children delight in exploring tea leaves and lemon,
concentrating well on their smell and texture. Older children enjoy imaginative play linked to
real-life experiences and explore odd and even numbers with confidence.
Staff support children to develop their communication and language through consistently
high-quality interactions. They get down to children's level and use rich language to help
children to build their vocabulary. For example, staff talk to pre-school children about how
the tissue 'absorbs' the water. Staff give children time to process new language, and children
then start to use this in their learning. Leaders embed mathematical learning into the
curriculum, and this is a real strength of the setting. Staff use mathematical language
throughout the day with all ages of children. For example, they talk to babies about how jugs
are 'full' or 'empty' and to pre-school children about how a container is 'quarter full'. Children
develop their understanding of what numbers and quantities look like through a variety of
methods that staff use, such as carefully planned matching and sorting activities.
Leaders and staff use assessment robustly to identify children's next steps and carefully
consider these when planning learning opportunities. Staff regularly share information about
the progress that children are making in their learning and development with parents.
Inclusion Strong standard
Leaders and staff quickly identify when children need extra support. They know each child
very well and act promptly to meet their individual needs. Staff make timely referrals to

external health and education professionals. They follow advice from external professionals
carefully and adapt their practice to support children effectively. Leaders put carefully
planned interventions in place to ensure any gaps in children's learning are swiftly
addressed. Staff implement well-considered strategies consistently to support children's
progress. They share these strategies with parents so that parents use these at home with
their children as well. This means that children who may have gaps in their learning or
development get excellent support to close the gaps and make rapid progress.
Leaders prioritise carefully planned staff training. They target professional development to
strengthen staff knowledge and skills. This helps staff support children with a range of
needs, through a plan-do-review approach. Staff use what they learn to improve practice. As
a result, all children access the curriculum successfully. Leaders ensure that learning
opportunities are well planned and inclusive. Staff have an in-depth understanding of how to
use any additional funding appropriately to support children's learning. All children
participate confidently alongside their peers. They make secure progress from their starting
points, and staff support them well to thrive.
Leadership and governance Strong standard
Leaders are extremely passionate about providing a high quality of care and learning for the
children. They have an in-depth understanding of what high-quality practice looks like.
Leadership across the setting is effective and purposeful. Staff wellbeing is a clear priority.
Leaders actively promote a positive and supportive culture. They ensure staff receive high-
quality coaching and training, professional development and ongoing support, which is well
targeted. Training strengthens staff's understanding of how children learn and how to
safeguard them effectively. Recent training has improved staff confidence in supporting
children to regulate their emotions and communicate their needs. These very well-
considered professional development opportunities support very high-quality outcomes for
children.
Leaders continually evaluate the provision and invest in the learning environment. They
have redeveloped the garden to maximise learning opportunities and continue to expand
forest school provision. This supports children to benefit even further from outdoor learning.
Leaders establish highly effective partnerships with parents from the outset. They gather
detailed information during initial meetings. Staff use this information well to identify
children's starting points. This ensures children, including those with special educational
needs and/or disabilities and those who face other barriers to learning or wellbeing, receive
the right support from the beginning.

What it's like to be a child at this setting
Children quickly form secure and trusting relationships with the staff in their particular room.
Staff know children very well. They value each child's individuality and respond sensitively to
their needs. As a result, children feel safe, valued and included and demonstrate a positive
sense of belonging. Children demonstrate growing confidence and independence in their
daily routines.
Children benefit from Montessori approaches during specific times of the day. Staff ask
thoughtful questions to check children understand learning and to promote independence.
Children make meaningful links to the world around them. They engage and sustain their
focus very well. They take pride in completing tasks independently. This supports their
confidence and readiness for the next stage of their learning. Staff support children very well
to develop positive social skills. Children learn to play alongside others, share resources and
form friendships. Staff teams work cohesively across all rooms. Staff interactions are warm,
genuine and responsive. This creates a nurturing and emotionally secure environment.
Children benefit from well-established routines. They understand what is happening now
and what will happen next. This supports their emotional wellbeing and behaviour. Staff
ensure that lunchtimes are well organised and calm. Older children take responsibility for
tidying away after meals. Staff rightly celebrate this developing independence, building
children's self-esteem. Transitions are managed safely and thoughtfully. Staff reinforce
safety through consistent routines and a well-loved safety song. Children respond positively
and engage fully in routines. Children enjoy the carefully planned outdoor environment,
where they engage in the stimulating resources and purposeful activities staff provide for
them. Younger children are encouraged to take appropriate risks. Staff position themselves
skilfully to ensure safety, while allowing children to explore freely. This supports physical
development and confidence.
Next steps
Leaders should ensure continued improvement in the setting's successful work to support
children who may have barriers to their learning to realise a transformational impact on all
children's progress and achievement.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
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.

Inspectors:
Gareth Cotterell
Jenny Gordon
About this setting
Unique reference number (URN): EY428455
Address:
38 Grange Road
LONDON
W4 4DD
Type: Childcare on non-domestic premises
Registration date: 11/05/2011
Registered person: Buttercups Nursery 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 6 February 2026
Children numbers
Age range of children at the time of inspection
0 to 4
The inspection started on 6 February 2026. Inspectors returned on 6 July 2026 to gather
additional evidence in line with Ofsted inspections and visits: Deferring, pausing and
gathering additional evidence policy.

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
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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