Strawberry Fields Nursery

Strawberry Fields Nursery
Unique reference number (URN): 2837644
Address: 24 Grange Park Road, London, E10 5EP
Type: Childcare on non-domestic premises
Registered with Ofsted: 19/03/2025
Registers: EYR
Registered person: Strawberry Fields Nursery Limited
Inspection report: 24 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
Most children form warm, trusting relationships with staff and their peers. They
enthusiastically participate in group singing and dancing activities. The youngest children
step forward with confidence to choose a musical instrument or colourful handkerchief and
dance to the music. Children listen well and follow instructions, such as putting resources
away before moving on to the next activity. They swiftly inform an adult if they notice a
broken toy on the floor. Overall, children learn to respect their environment and are mindful
of risks to safety.
Children demonstrate age-appropriate levels of independence in eating and self-care. Older
children use a knife and fork to eat their lunch, supporting their readiness for school. All
children move around the nursery with ease, and early walkers begin to take first steps to
keenly keep up with older peers. Children thoroughly enjoy group reading sessions, using
resources and expressive visual actions to bring the stories to life. They repeat phrases and
key words with enthusiasm. Younger children are equally excited by the reactions of their
older peers as they are by the story itself.
Behaviour, attitudes and establishing routines Expected standard
Children are generally supported well to develop positive attitudes to learning and to engage
confidently with both indoor and outdoor activities. They mostly move smoothly between
tasks and demonstrate sustained independent play. Staff's calm, gentle and kind approach
helps children feel safe, secure and ready to learn. Children show kindness towards one
another and enjoy playing cooperatively. Staff typically understand children's individual
preferences and adapt routines accordingly. For instance, children who do not wish to sleep
at nursery are offered alternative engaging activities, such as spending time in the garden.
As a result, children benefit from learning both independently and within group activities.
Incidents of poor behaviour are generally managed well. Staff teach children the
consequences of their actions. For example, when children step on toys, they are promptly
reminded that the toys may break. Staff recognise when children are feeling anxious and
respond swiftly, offering appropriate distractions that help them regulate and continue
positively with their day. Overall, children participate well in planned activities. However, on
occasion, some children are not consistently supported to remain focused, which limits
deeper involvement and learning.
Leaders have established a culture of punctuality and regular attendance. Daily attendance
is closely monitored, and parents and carers understand the expectations for reporting
absence or late arrival. Staff contact parents promptly if they have not notified the setting of
their child's absence.

Children's welfare and wellbeing Expected standard
Staff greet children warmly each morning, creating a calm and welcoming start to the day.
Their flexible and sensitive approach means that even children who feel emotional when
separating from their parents and carers settle quickly. As a result, parents feel reassured
that their children are safe, cared for and well supported. Staff use visual aids effectively to
help children understand daily routines and to express their emotions when they feel upset.
This is particularly beneficial for younger children and those who face additional learning
barriers. Leaders promote regular attendance and work closely with parents to emphasise
the importance of consistent routines for children's learning and future success. The positive
impact of this approach is evident in the progress made by children with additional needs
and those who face other barriers.
Staff manage allergens and dietary requirements through clear procedures, including the
use of separate utensils and clear labelling to help when serving meals. All staff
demonstrate secure knowledge of children's individual dietary needs, ensuring they remain
safe. Staff sit strategically among children at mealtimes to maintain close supervision.
Children are mostly supervised well to self-serve their food and drink, although the level of
oversight varies at times. Older children develop school readiness skills by using a knife and
fork to eat their lunch, while younger children practise eating independently with a spoon.
Staff remind children about choking hazards and encourage them to take small bites. Sleep
routines are managed safely and consistently, with all staff adhering to clear procedures to
keep children safe during rest times.
Curriculum and teaching Expected standard
Leaders have thoughtfully designed a curriculum, selecting a carefully considered topic each
term. This helps guide staff in planning the environment and engaging activities. For
example, the topic 'all about me' has led staff to create an effective sequence of routines
and activities to support children with toilet training. They use dolls and potties to model
toileting for new starters, while providing more advanced creative experiences that teach
older children about self-care skills. As a result, children sustain their interest in developing
independence and are well prepared for their transition to school. However, recent staff
changes mean that not all staff know their key children's developmental needs well enough
to plan focused, purposeful experiences. This reduces the consistency and impact of some
teaching and learning.
Expressive vocabulary and mathematical language are seamlessly embedded within
planned activities and daily routines. During a cutting activity using coloured spaghetti,
children choose whether they want to create 'long' or 'short', 'wavy' or 'straight' hair. This
helps them make meaningful connections to real-life experiences and prompts rich
conversation about what happens to cut hair. Staff demonstrate creativity in their planning.
However, they are not consistently clear about how activities link to their key children's next
steps in learning. The outdoor curriculum meets the age-specific needs of all children.
Children engage for extended periods in the outdoor play kitchen, pretending to bake,
gathering ingredients and using imaginative language such as 'mixer' to describe preparing

their mixture. Staff typically extend learning purposefully by suggesting different flavourings
children could add, deepening children's understanding and creativity.
Inclusion Expected standard
Leaders have secure knowledge of assessing children's emerging needs and are proactive
in working with external professionals to ensure they receive timely and appropriate support.
Parents and carers express genuine appreciation for the guidance they receive and
frequently highlight the progress they observe at home since their children joined the
nursery. Children who speak English as an additional language are supported effectively to
develop key vocabulary that helps them settle and begin their learning journey. All staff wear
lanyards displaying keywords and visual cues to represent daily routines and basic phrases
that children can use to express their needs. Most staff use this inclusive strategy
consistently, which typically helps children feel secure and understand what to expect
throughout the day.
Leaders design a curriculum that celebrates cultural diversity and promotes children's
understanding of British values. Staff plan activities that encourage children to recognise
similarities and differences through self-reflection, such as looking in the mirror and
discussing variations in skin tone. However, some staff are more confident than others in
extending these concepts in meaningful ways, which reduces their overall learning impact
for all children. The nursery organises events where parents are invited to share how they
celebrate cultural festivals at home. Parents' feedback highlights their children's growing
enthusiasm for a wider range of foods, such as chicken curry, since joining the setting. As a
result, children develop mutual respect and tolerance for one another and demonstrate
polite, kind behaviour.
Leadership and governance Expected standard
The nursery has experienced challenges in recruiting staff, which has created uncertainty
about its future. Parents and carers are aware of the difficulties the setting faces but praise
the positive changes introduced in recent months. With the addition of new management
and room staff, the beginnings of greater stability have been noted. Leaders actively seek
the views of parents and staff to identify the nursery's strengths and some areas for
development. They have planned a series of actions, including additional professional
development for the whole team, to address some identified weaknesses.
Leaders prioritise providing high-quality care and learning for all children, including those
with special educational needs and/or disabilities (SEND) and those facing other barriers to
learning. Parents and carers are particularly complimentary about the progress their children
have made, especially children with SEND and those who speak English as an additional
language. However, parents are not always aware of their children's next steps for
development, and communication from staff and leaders is not always clear.
Leaders prioritise staff wellbeing and have made progress in helping staff manage their
workload while identifying areas for individual professional development. Regular staff
meetings and supervision have raised morale, and staff describe feeling part of a supportive
team. All staff have completed a series of training sessions on recent changes to statutory
early years guidance. However, some weaknesses in practice remain, particularly in setting

clear next steps for key children and communicating these effectively to parents to support
learning at home.
What it's like to be a child at this setting
Children arrive happily and separate from their parents and carers well, including those who
experience separation anxiety. Warm, caring staff provide sensitive support and remain
flexible, allowing parents to accompany children into the nursery when additional
reassurance is needed. Children understand the familiar routine of hanging their bag on
their peg and removing their shoes before entering. The day begins with breakfast, where
children choose toast or cereal. Staff are deployed thoughtfully around the breakfast table
and wider room to engage children who prefer to play before eating. This free-flow start
enables children to relax and choose when they are ready for breakfast and for play.
Children remain calm and move smoothly between activities.
Mixed-age interactions are common, particularly during mealtimes and shared activities,
helping children build secure relationships and make confident use of the learning
environment. For instance, even the youngest children navigate confidently among older
children to choose a musical instrument during adult-led activities. Children develop an early
love of reading, supported by enthusiastic staff who bring stories to life through resources
and expressive storytelling. Staff extend children's vocabulary and embed mathematical
language seamlessly. Children know familiar books well and begin to successfully predict
what will happen next. They also enjoy looking at books independently in the cosy area for
sustained periods. Children engage positively in group activities and independent play. They
use the outdoor play area, which is well resourced with equipment that stretches children's
physical skills. They also develop their imagination in an outdoor play kitchen, pretending to
make 'sparkle pie'.
Attendance is closely monitored, and parents are typically encouraged to maintain
consistent routines to build a solid foundation for learning. The 2-year progress checks are
completed and leaders work effectively with parents to identify emerging needs and secure
early support. As a result, children with specific needs make steady progress at home and
the nursery. To support school transitions, children are taken to schools to develop
familiarity. Children also receive visits from school teachers in the nursery to get to know
them better prior to starting. This helps children to have smooth transitions to their new
setting.

Inspector:
Fahmida Shah
About this setting
Unique reference number (URN): 2837644
Address:
24 Grange Park Road
London
E10 5EP
Type: Childcare on non-domestic premises
Registration date: 19/03/2025
Registered person: Strawberry Fields Nursery Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:15
Local authority: London Borough of Waltham Forest
Next steps
Leaders should ensure all staff have a thorough understanding of using planned activities
to address children's next steps in learning.
Leaders should ensure staff communicate children's next steps with parents and carers to
extend learning at home for a greater impact on their development.
Leaders should strengthen the key-person system to enhance consistency of care and
learning for all children.
About this inspection
The inspector spoke with leaders, staff, children, 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 24 September 2026
Children numbers
Age range of children at the time of inspection
2 to 3
Total number of places
52
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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