Nannie Annies Day Care Limited

Nannie Annies Day Care Limited
Unique reference number (URN): 2769478
Address: 2 Malmesbury Road, LONDON, E18 2NN
Type: Childcare on non-domestic premises
Registered with Ofsted: 09/02/2024
Registers: EYR
Registered person: Nannie Annies Day Care Limited
Inspection report: 27 May 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 are confident and demonstrate positive attitudes towards their learning. They are
excited to learn new skills, such as concentrating and persevering as they practise cutting
with scissors. Children enjoy extending their learning by cutting straight, wiggly and zigzag
lines. They engage happily in activities with their friends. Children show excellent listening
skills and follow instructions confidently, such as finding a partner and putting on their
aprons before beginning an artwork lesson. They are eager to learn new vocabulary,
including words such as 'diamond', as they explore painting with shapes to create abstract
art. Staff use routines, discussions and visual aids to engage all children, including those
with little or no language. This approach ensures that all children, including those who face
barriers to learning, make rapid progress from their starting points. Children develop
independence, perseverance and a sense of enjoyment as they make their own choices
during play.
Behaviour, attitudes and establishing routines Strong standard
Staff model kindness and respect and demonstrate high expectations for all children,
including children with special educational needs and/or disabilities. Staff express how they
love their work. This can be seen in the deep bonds children have with staff. All children
from babies through to pre-school enjoy impromptu cuddles and spending time with their
key person.
The nursery is a happy and purposeful environment, where children are deeply engaged in
their learning. Children are confident in their routines as they know what is happening next.
For example, older children are excited to help set the table for lunch and offer support to
friends who need help. Children behave extremely well. They play cooperatively and
understand the importance of listening and following guidance.
Leaders have established highly impressive partnerships with parents and carers. They
ensure children access their full entitlement and reinforce the importance of children's
attendance with parents. Staff monitor children's learning rigorously, including children with
individual educational plans. They consistently review children's next steps for learning and
update them to ensure these are tailored to support all children to make the best possible
progress.
Children's welfare and wellbeing Strong standard
Children are learning to manage their emotions extremely well. Staff use their mindfulness
training to support children when they experience deep feelings. They respond with
sensitivity, acknowledging children's emotions and guiding them through calming strategies
such as deep breathing. As a result, children feel secure and listened to. They become
increasingly confident in using positive strategies to manage their own behaviour, including
talking to staff about how they feel.

Children enjoy a wide range of healthy meals and snacks. They eat well and learn which
foods help them to stay healthy and strong. Menus incorporate foods from many cultures.
Staff ensure children are vigilantly supervised when eating, brushing their teeth and resting.
Children confidently find their own labelled beds at rest time and settle quickly to sleep as
staff sit close by.
Children thrive on the secure attachments with their key person, including children who face
barriers to their learning. Staff's warm and caring interactions have a positive impact on the
way children view themselves. For example, children's self-esteem is boosted when staff
continually praise their efforts and value what they have done or have tried to achieve.
Curriculum and teaching Strong standard
Leaders and staff deliver an exciting and purposeful curriculum designed to ensure children
develop essential skills to support their next stage in learning, including their move on to
school. The highly qualified staff team provide a carefully sequenced curriculum from babies
through to pre-school, introducing new skills when children are ready. Staff know their key
children extremely well and confidently explain how they support each child's progress. For
example, older children with an interest in construction are supported to learn in other areas
too. Staff skilfully introduce letters and sounds as children build with magnetic alphabet tiles.
This helps them to recognise familiar print within meaningful play. Children remain highly
motivated as staff consistently praise their efforts.
Staff provide high-quality teaching that extends children's communication skills. During story
sessions with younger children, they skilfully use props to spark their interest and model
new vocabulary. They give children time to respond and practise emerging language and
consolidate their learning.
Staff plan exciting opportunities for teaching children mathematics, which they weave into
everyday routines and planned teaching. Children confidently count and match objects to
numbers. They use language, such as 'half' and 'quarter' when they explore how a pizza can
be divided. Staff differentiate teaching for every child. This ensures that every child,
including children with special educational needs and/or disabilities, make significant
progress.
Inclusion Strong standard
Staff use the graduated approach effectively to continually and consistently assess
children's progress and plan for their next steps in learning. They implement well-designed
support plans that ensure any gaps in learning are addressed. Leaders ensure targeted
intervention is provided for families that need it most, including children who may face
disadvantage or with special educational needs and/or disabilities. They use funding
purposefully to meet the learning and development needs of those children who need it
most. Leaders are committed to staff professional development and ongoing training and
coaching opportunities. This supports staff to deliver high-quality teaching and tailored
support for children.
Leaders have established inspiring initiatives to engage all parents and carers in their
children's learning. They provide 'stay and learn' opportunities to enable parents to observe

learning in action and participate alongside their children. In addition, a helpful programme
of workshops covering topics from internet safety to early brain development supports
parents' understanding of how children learn. Parents express high levels of satisfaction with
the care and learning opportunities their children receive. They express how much they
value the time and effort staff make to ensure their children's individual learning needs are
prioritised.
Leadership and governance Strong standard
Leaders have a clear oversight of the provision. They are committed to delivering an
ambitious curriculum, continually refining and adapting to meet the needs of every child.
This responsive approach ensures all children, including those who face disadvantage,
make excellent progress from their starting points. Leaders prioritise staff wellbeing and
workload. They provide regular high-quality supervision sessions and ensure that staff have
access to personalised professional development opportunities. Staff express high levels of
satisfaction with the support they receive and appreciate the focus on their wellbeing. Staff
appreciate that they can take regular breaks during the day, and that leaders make
reasonable adjustments to help them in their work. The impact is that staff thoroughly enjoy
working at the nursery.
Leaders consistently reflect on their practice to drive improvements. They are proactive in
carrying out monthly safety audits to monitor accidents and incidents and to identify any
emerging trends. This rigorous approach ensures swift action is taken to maintain a safe
and well-organised environment for all children. Parents and carers value the transparency
of leaders and staff, particularly in how information about their children's care is shared.
Parents report their children are nurtured and extremely well cared for. Leaders and staff are
committed to safeguarding and support children to feel safe at the setting.
Leaders have implemented highly effective strategies to support parents' involvement in
their children's learning, both at nursery and at home. Parents comment that their children
are making phenomenal progress and appreciate how they can participate in 'stay and learn'
sessions. These experiences help parents to feel included and confident in the quality of
education and care provided.
What it's like to be a child at this setting
Children arrive happy and confident to this nursery. They benefit from staff nurturing and
caring for them extremely well. Babies' unique individual routines are valued and they sleep

and eat when they are ready. Babies demonstrate they feel safe. They enjoy cuddles and
being sung to when they are tired. These secure emotional attachments support babies to
thrive. They are developing confidence as staff plan a stimulating range of learning
experiences to support their developing independence. For example, babies who are
learning to walk confidently explore outdoor learning experiences, as staff supervise them
vigilantly. They are also delighted to engage in making marks and sensory play.
All children, including those who face disadvantage, with barriers to learning or with special
educational needs and/or disabilities (SEND), have access to a highly inclusive and exciting
curriculum. Children demonstrate high levels of engagement in their learning. They can
concentrate and listen attentively to stories. Children can express their wishes to staff, who
are skilled at adapting the curriculum to ensure all children are engaged in purposeful
learning. Every child is highly valued for their individuality, including children with SEND. The
impact is that all children make excellent progress.
Children develop fantastic social skills as they play cooperatively with their friends. They
know how to share and take turns. For example, at snack time, older children are excited to
help their friends pour milk and serve snacks. They understand that some friends have
dietary needs. Children discuss with staff why there needs to be vigilance when serving egg
as some of their friends are allergic. Children are animated in their discussions as they are
encouraged to talk and enjoy this social experience.
Leaders have established highly effective partnerships with parents and carers. This
includes sharing the importance of regular attendance and the positive impact this has on
children's future outcomes.
Next steps
Leaders should build on inclusive practice by embedding high-quality staff training in
special educational needs and/or disabilities, to deepen all staff's expertise and help them
to continue to apply inclusive approaches.
About this inspection
The inspector spoke with leaders, staff, children and 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.

Inspectors:
Siobhan O'Callaghan
Nelam Pooni
About this setting
Unique reference number (URN): 2769478
Address:
2 Malmesbury Road
LONDON
E18 2NN
Type: Childcare on non-domestic premises
Registration date: 09/02/2024
Registered person: Nannie Annies Day Care Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Redbridge
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 27 May 2026
Children numbers
Age range of children at the time of inspection
1 to 4
The inspection started on 27 May 2026. It was paused in line with Ofsted inspections and
visits: Deferring, pausing and gathering additional evidence policy. Inspectors returned on
31 July 2026 to complete the inspection.

Total number of places
80
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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