Harvey House Nursery Beech

Harvey House Nursery Beech
Unique reference number (URN): 2835105
Address: 2 Greenleaf Road, London, E17 6QQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 13/03/2025
Registers: EYR
Registered person: Harvey House Nursery Limited
Inspection report: 9 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
Children make steady progress from their starting points. Babies and younger children
become increasingly curious and engaged, exploring toys independently, responding to
familiar words and beginning to anticipate daily routines. As they settle, children gain
confidence to move around the environment, watch others, and gradually join in with play
alongside their peers.
Children build their physical skills over time. They show concentration and determination
during activities, such as when completing a magnetic structure with puzzle pieces. This
enables children to begin to problem-solve by testing ideas, adjusting pieces and working
out how shapes fit.
Younger children recall familiar words as they join in with favourite songs. For example,
children identify farm animals and animal sounds while joining in with singing 'Old McDonald
Had a Farm'. However, occasional disruptions during transitions, such as when groups of
children move between rooms or from indoors to outdoors, interrupt children's engagement
in planned group activities. This breaks children's focus and limits the overall effectiveness
of the learning taking place.
Children with barriers to learning are provided with ample space and interesting resources
that drive their interest to take part. This supports their enthusiasm and curiosity, in
preparation for further learning.
Behaviour, attitudes and establishing routines Expected standard
Leaders are ambitious and implement policies to ensure that staff provide a happy and
positive environment for the children to attend. Staff develop effective, friendly and secure
relationships with children and their families. Children gain trust in the staff and settle in
quickly. Children's attitudes towards their play are positive. For example, they are excited to
take part in the 'tiny talk' session, and actively sign and use words to contribute to the group.
Leaders see the benefits of external activity groups to boost vocabulary and social
interaction for all children, including those with barriers to learning.
Staff teach children to be kind and considerate of others and to follow simple rules, such as
around using 'kind hands' and 'kind words'. Children learn from the adults' positive modelling
to behave in age-appropriate ways, and know what is expected of them. Staff provide praise
consistently, which supports children to maintain appropriate behaviours.
Children follow clear daily routines that help them feel secure and understand what comes
next. Children confidently recognise and complete routines, gaining a sense of achievement.
They independently follow established self-care practices such as handwashing and begin
to use tissues appropriately.

Children's welfare and wellbeing Expected standard
Overall, leaders implement policies and procedures that promote children's welfare and
wellbeing. Staff complete regular checks while children are sleeping to ensure their comfort
and safety. Through the settling-in process, staff gather detailed information about each
child's dietary needs, health requirements and home routines so that they can meet
children's individual needs. Children enjoy a safe, secure and welcoming environment where
they typically enjoy their day through a range of activities. However, the curriculum does not
consistently provide regular opportunities for children to access fresh air and outdoor
exercise. In addition, the nursery's outdoor play area requires further management and
development to maximise children's mobility and enable them to move and play freely.
Staff comfort children sensitively when they become unsettled, and support children to
recognise and communicate their feelings. These positive relationships help children
develop confidence and emotional security. Staff support children's emotional wellbeing by
recognising changes in their mood and responding calmly. Younger children are given time
to observe activities before joining in, supporting smooth transitions and inclusion. Care
routines reflect children's ages and stages and individual needs, particularly for children who
are settling in to the setting. These consistent practices help children feel secure, valued
and supported.
Care routines, such as sleeping, feeding and nappy changing, are adapted to reflect familiar
home practices, helping all children, including those with barriers to learning, feel
comfortable and secure. Babies and younger children are supported sensitively, with staff
responding to individual cues and offering reassurance when needed. This supports
children's engagement in play and daily routines. Children with special educational needs
and/or disabilities or emerging communication needs are given visual timetables, simplified
instructions and additional adult support to help them feel confident and capable.
Curriculum and teaching Expected standard
Leaders have planned a curriculum that reflects the children's ages and stages and the
individuality of babies and children. The curriculum supports children to develop across all 7
areas of learning, with a strong focus on personal, social and emotional development,
communication, and physical skills. Leaders and staff have a secure understanding of how
children learn and the skills they need to progress.
Learning is carefully planned so that all children develop key knowledge and skills through a
range of experiences and activities. For example, children build hand strength and
coordination by using wooden tools to manipulate dough. They hold the tools with increasing
confidence and control, making purposeful movements that strengthen their hands and
prepare them for early mark making. Staff tailor their interactions and teaching to what they
know children need to learn next, ensuring that learning is purposeful.
Staff typically support children's communication skills as they engage in regular back-and-
forth conversation together. For example, as children play with the water tray, staff describe
how fish swim underwater and boats sail on top. This helps children link new vocabulary to
real experiences, strengthening their language and understanding. There is a secure

environment of language and communication that children can absorb, store and mirror.
This increases children's enthusiasm to use language and extend their vocabulary.
Inclusion Expected standard
Leaders ensure that early and accurate assessments of children's needs are prioritised and
meaningful adjustments are made. This supports children to take part and contribute to
activities. Staff work closely with the special educational needs coordinator to provide the
necessary support for children and reduce any barriers to learning. Leaders work with
external agencies for additional advice and guidance on how to maximise the effectiveness
of the adjustments made in order to enable each child to progress as they should.
Leaders promote an inclusive culture where children's individual learning and development
needs are supported. Staff typically build effective relationships with parents that enable
them to understand each child and what they can do. They identify children's individual
needs early and work closely with parents to assess, review and plan the support children
need for their next steps.
Staff offer flexible ways for children to take part in daily routines, for example by giving
children extra time to put on their coats, using visual signs for washing hands and letting
children choose whether they stand or sit at story time. Leaders ensure that children have
access to materials and resources that can be used in different ways, for example story
sacks, blocks and water play. These allow children of different abilities to explore at their
own level and develop problem-solving and creativity skills.
Leadership and governance Expected standard
Leaders are proactive and committed to creating a setting where children are respected,
cared for and valued as unique individuals. Staff speak positively about working in the
nursery. They report that they feel supported and appreciated as members of the team. This
contributes to a warm, collaborative culture that benefits children's experiences and
wellbeing. Leaders have regular meetings with staff, where they have opportunities to reflect
on their practice and discuss any training needs. This supports staff to continue to have a
positive impact on children's development. Leaders highly value staff, and prioritise their
wellbeing.
Leaders have a precise understanding of the setting's strengths and areas for development,
and take prompt action to implement new guidance. For example, they effectively monitor
sleeping children and promote safe and healthy eating procedures at snack times and
mealtimes. However, at times, when children move between activities or different areas of
the nursery, such as when moving from indoors to outdoors, the flow of learning is
interrupted. Leaders recognise that more consistent management of these transitions will
help to reduce disruption and maintain the continuity of children's learning. Leaders are
currently considering ways to improve this; however, it is too soon to determine the impact of
this work on children.
Leaders regularly reflect on their provision and are making purposeful changes as the
nursery grows. They review room layouts to support children's learning by considering each

child's age and stage of development. This ongoing self-evaluation helps them maintain an
effective environment that adapts to children's needs.
Leaders and staff place value on building positive relationships with parents. They provide
daily information through discussions and the nursery app. This supports parents to be well
informed about their children's care, learning and daily experiences.
What it's like to be a child at this setting
Children settle quickly into their day, supported by familiar routines and knowledgeable staff.
They develop close attachments with adults, especially with their key person. These secure
relationships ensure that children's emotional wellbeing, confidence and resilience are well
developed. Furthermore, babies readily receive comfort and reassurance, while toddlers
enjoy warm, playful interactions with adults.
Children are happy to attend the nursery. Children are eager to begin their play and warmly
greet their friends on arrival. Staff model social skills, such as greeting one another with
'Good morning' so that everyone feels welcomed. Children engage in self-chosen activities,
such as playing with dough, water, sand and paints.
Children show positive attitudes to learning. They persevere with new tasks, such as taking
turns to put toys back in the story sack during carpet time. They wait for their turn with
growing independence. Children take pride in their achievements as staff praise them, which
helps build their confidence and self-esteem.
Children with barriers to their learning are very much included and take part in the nursery
day with support and guidance from staff. Staff observe children throughout the day to
inform their decision-making and to ensure that the curriculum is meaningful and interesting
to every child. For example, children who need additional support are given the time, space
and encouragement they require to participate fully in group activities.
Babies and toddlers independently achieve goals that are appropriate to their ages and
stages of development. For example, they are encouraged by staff to increase their mobility
by walking between stable objects. Children delight in their achievements and receive high
praise and encouragement from staff.

Inspector:
Julia Crowley
About this setting
Unique reference number (URN): 2835105
Address:
2 Greenleaf Road
London
E17 6QQ
Type: Childcare on non-domestic premises
Registration date: 13/03/2025
Registered person: Harvey House Nursery Limited
Register(s): EYR
Leaders actively promote children's regular attendance and work closely with parents to
identify and reduce any barriers to this. As a result, children attend consistently and benefit
fully from their time at the nursery.
Next steps
Leaders should make sure all children have opportunities to experience fresh air, exercise
and outdoor experiences by further developing the outdoor space.
Leaders should enrich daily routines to ensure transitions from room to room and between
indoors and outdoors are smooth and support children's learning and development.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator
and the designated safeguarding lead 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.

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: London Borough of Waltham Forest
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 September 2026
Children numbers
Age range of children at the time of inspection
0 to 2
Total number of places
24
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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