North End Nursery

North End Nursery
Unique reference number (URN): 2879832
Address: North End Baptist Church, 195 Powerscourt Road, Portsmouth, PO2 7JH
Type: Childcare on non-domestic premises
Registered with Ofsted: 03/02/2026
Registers: EYR
Registered person: North End Baptist Church
Inspection report: 4 September 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
Generally, most children learn a variety of skills to support them in the future. For instance,
they learn to play with others and to be independent. Children develop the confidence to ask
for help and to communicate their needs. They develop an awareness of their own feelings
and those of their friends. Children learn about expectations and boundaries, such as to
help tidy up resources before moving on to another activity. Children learn about being kind
to others and taking notice of those younger than themselves. For example, they learn to be
quieter when they play if younger children are resting or sleeping.
Most children are curious and motivated to play and learn. They help, with enthusiasm, to
make dough to manipulate. Children enjoy taking part in a range of activities that help them
to develop many skills. They typically make positive progress from their starting points.
However, for children who face barriers to their learning, their progress is not as consistent
as their peers.
Behaviour, attitudes and establishing routines Expected standard
Leaders and managers have clear expectations for children. Staff share these with children
to help them know what the boundaries are and why. This supports children to develop
positive behaviours in the setting. Staff know which children may need more support for their
play and learning. They generally adapt their expectations for children's individual needs
effectively. Children demonstrate they feel secure in staff's care. They behave well and show
positive attitudes to each other and their learning. Staff teach children to be part of a group
and to play collaboratively. For example, children take delight in role-playing hairdressers.
They chatter excitedly together as they explore the inviting range of resources that staff
provides to support their play. Older children are positive role models to younger children as
they play.
Staff understand the procedures to follow in the event children do not arrive when expected.
This helps to keep children safe. Daily routines are generally effective in helping children to
feel safe in the setting. Staff help children to follow instructions and develop independence
skills. For instance, children learn to find their own coats before going outdoors to play. Staff
support children to develop a range of skills to support their future learning.
Children's welfare and wellbeing Expected standard
Leaders and managers have effective policies and procedures in place to promote children's
welfare and wellbeing. Staff typically implement these well to support all children. For
instance, staff teach children about positive hygiene routines and support them to
understand why they need to sit still and eat. Staff help children to develop an awareness of
which foods are nutritious, supporting them to make healthy choices.
Children demonstrate they feel safe with staff. They know what is expected through a
consistent daily routine. This helps children to know what happens each day and gives them

confidence in the setting. Staff know what children's individual needs are. They support
children who are new to the setting very well. Children swiftly settle in through a secure key-
person approach. This supports children's emotional wellbeing from their first days at the
setting. Children know who their familiar adults are and who to approach for comfort and
reassurance. Staff are highly responsive to all children and meet their needs well.
Staff encourage children to be active and learn about managing their own risks. Children
enjoy regular time outdoors, where they can explore freely and take part in activities, such
as learning to balance. Staff teach children the language of feelings. Parents and carers
comment they have noticed a positive difference in their children's ability to recognise and
manage their emotions since being at the setting.
Curriculum and teaching Expected standard
Overall, leaders and managers have clear aims for children to help them make progress in
all areas of their learning. They have a secure curriculum in place to teach children a variety
of skills. Staff provide children with a stimulating learning environment. Children enjoy a
range of opportunities to play and learn. Staff know what children like to do and take notice
of their current interests. They regularly assess what children know and can do. This
generally helps staff to plan experiences to engage them and build on their skills as they
play. Staff provide positive interactions and support children's emotional development well.
Managers are reflective and make changes that have a positive impact on children. For
instance, they have recently changed the learning environment, which has helped all
children to settle swiftly and calmly into their learning.
Staff place a focus on developing all children's communication skills. They readily introduce
children to new words. For instance, when looking at similarities and differences in eye
colour, children learn the words 'hazel' and 'amber'. Staff make use of some additional
resources to support children's understanding, such as using symbols and gestures.
However, this is not consistent and not all staff recognise if children need different support
for their understanding of requests and instructions. This does not fully support children's
communication.
Staff generally support children's learning effectively, such as by counting total numbers of
objects with children at lunchtime. However, at times, staff do not consistently adapt their
teaching to children's individual needs. Sometimes, staff do not notice when children lose
focus and their teaching is then not fully effective.
Leadership and governance Expected standard
Leaders and managers generally have a clear understanding of the strengths of the setting
and what they would like to develop further. They have developed positive links with the
local authority. This has helped them to reflect on what they offer and pinpoint what needs to
improve. For example, they have identified that the support they offer for children with
special educational needs and/or disabilities needs to develop further. However,
developments have not had time to embed into daily practice.
Leaders, managers and staff have formed effective partnerships with parents and carers.
This is a real strength of the setting, and feedback is very positive about the impact the staff

Needs attention
make on their children's outcomes. For instance, when parents express a few worries about
children's awareness of road safety at home, staff use this feedback to make positive
changes to what they offer at the setting. Children learn to be aware of their surroundings,
and staff have invited local police officers into the setting to help teach children about road
safety.
Leaders and managers have effective systems in place to support staff. They prioritise their
wellbeing, and staff all comment very positively about feeling valued. Staff typically have
regular opportunities to develop their professional skills and knowledge. They access a
range of training, for instance, that helps them to feel confident in their roles to care for and
educate children.
Inclusion Needs attention
Leaders and managers have identified that support for children with special educational
needs and/or disabilities (SEND) needs to improve. They have taken positive steps towards
this, but have yet to embed this effectively. Although staff readily identify when children may
need more support in their learning, they do not swiftly implement plans to close gaps in
children's development. This means these children do not receive the right support at the
right time, and their progress in learning is hindered.
Staff are not confident in their skills or knowledge to support children with SEND or those
learning English as an additional language. They do not fully understand what adaptations
some children need, in order to succeed. For instance, some staff use visual supports to
help children's understanding, but this is inconsistent and not always matched to children's
individual needs. There are some adaptations in place for some children, but this is
inconsistent. Overall, the support for children who face barriers to their learning is not fully
effective.
Leaders and managers work with external agencies to support a consistent approach for
children's care. They share information to help plan for children's learning. Leaders use
additional funding effectively to help engage children in their play. This has had a positive
impact on developing children's attention for learning.

What it's like to be a child at this setting
Children with special educational needs and/or disabilities and those who face other barriers
to their learning do not consistently receive the best support to make progress. Despite this,
all children show they feel safe and secure in the staff's warm care. They readily approach
staff for reassurance, when needed, which they swiftly receive. Younger children take
comfort from the consistent and familiar staff in the setting. Children's emotional wellbeing is
supported effectively.
Children are curious and active learners. They are eager to explore all of the resources and
activities that staff provide for them to support their learning. For instance, children take
delight in constructing train tracks and investigating a range of sensory resources. They are
motivated to play and learn, and they show positive attitudes to staff and their friends.
Children confidently make choices and decisions, such as where to play and what to do.
They ask for help when needed and are capable communicators. Children learn to pay
attention to what staff say, such as when they are asked to stop playing and listen. They
swiftly follow instructions, such as to help tidy away before moving on to other activities.
Children demonstrate they enjoy the praise from staff, thanking them for their help. This
supports children's self-esteem well.
Children play together, developing friendships with others. They learn to take turns and
share resources. Children learn a range of social skills as they play. They are independent
and take part in many play opportunities and experiences. Typically, staff provide effective
support for children's learning that will support them in the future. For example, staff
encourage regular attendance. This helps to ensure that children have the opportunity to
fully benefit from all that staff offer at the setting to support their learning.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following action by the assigned date:
Action Completion Date
improve the timeliness and effectiveness of support for
children with barriers to their learning, including those
with special educational needs and/or disabilities and
those learning to speak English as an additional
language.
04/10/2026
About this inspection
The inspector spoke with leaders, managers, staff, members of the setting's steering group,
children, parents and carers during the inspection.

Inspector:
Emma Dean
About this setting
Unique reference number (URN): 2879832
Address:
North End Baptist Church
195 Powerscourt Road
Portsmouth
PO2 7JH
Type: Childcare on non-domestic premises
Registration date: 03/02/2026
Registered person: North End Baptist Church
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Portsmouth
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 4 September 2026
Children numbers
Age range of children at the time of inspection
2 to 3
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.

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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