URN EY458740 · Inspected 2026-09-10 · Published 2026-10-20 · Inspector: Jane Appleby
Jollies House Unique reference number (URN): EY458740 Address: Bishop Duppas Park, Walton Bridge Road, SHEPPERTON, Middlesex, TW17 8NR Type: Childcare on non-domestic premises Registered with Ofsted: 02/04/2013 Registers: EYR Registered person: Jollies House Limited Inspection report: 10 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. Strong standard Achievement Strong standard All children, including those who face barriers to learning or wellbeing, make excellent progress from their starting points. They confidently engage in new experiences and receive support to feel safe, secure and ready to learn. Children demonstrate independence from an early age. They remain highly engaged in their learning. The youngest children learn to feed themselves. Older children serve their lunch, manage their own care routines and help to tidy up. Children are confident communicators who readily share their ideas and take pride in their achievements. They recall and build on previous learning, demonstrating that key knowledge is securely embedded. For example, when learning about emotions, children use signing to name their feelings. All children are well prepared for what comes next because they build the knowledge, skills and confidence they need. They benefit from the effective support in place to help them manage transitions that may affect their development and wellbeing. Behaviour, attitudes and establishing routines Strong standard Staff are excellent role models for children. They interact sensitively and warmly with children to promote extremely positive attitudes and behaviour. Staff teach children about emotions and how to regulate their feelings through everyday interactions and calm adult support. They consistently remind children about manners and model how and when to say 'please' and 'thank you'. Staff use positive reinforcement to encourage children to make the right choices. This contributes to a harmonious and respectful environment. Children benefit from an extremely calm and positive setting where routines and expectations are clearly understood. Staff reinforce expectations gently and consistently. They use warm reminders about being careful, gentle and aware of others. This helps children to understand how their behaviour affects others and know how to behave during play, group times, mealtimes and transitions. Children of all abilities build highly positive relationships. They show kindness and respect to each other throughout the day. For example, younger children walk through the garden holding hands while smiling at each other. Leaders and staff promote attendance and punctuality through regular communication with parents and carers and clear absence procedures. Staff know when to follow up if children are not in nursery. Leaders contact parents promptly when an absence has not been explained. This helps children to benefit from regular routines and consistent relationships. Curriculum and teaching Strong standard Leaders have high aspirations for all children and deliver an ambitious and well-sequenced curriculum that supports their development. The curriculum reflects children's interests and supports high levels of progress across all areas of learning. Staff interact warmly and Expected standard respectfully with children. They know children very well. Staff have an excellent understanding of children's age and stage of development, their individual needs and their next steps in learning. This supports children's confidence, wellbeing and engagement in learning. Staff support children to develop their communication and language through regular high- quality interactions. Conversations are purposeful and engaging. This creates an environment rich in language that consistently supports children's learning and development. Staff get down to children's level when interacting and support children to build their vocabulary. They use every opportunity to extend their language and thinking. For example, in pre-school, children talk about continents and match animals to where they live on a world map. Younger children confidently select their favourite books and actively encourage staff to read with them. Leaders embed mathematical learning into the curriculum, and this is a real strength of the nursery. Staff use mathematical language throughout the day with all ages of children. For example, they count with babies as they put the blocks in the shape sorter. Staff encourage older children to compare the size of containers when filling buckets with sand. Inclusion Strong standard Leaders and staff identify children's needs quickly and accurately when they join the setting, using careful observations and assessments. They actively seek advice from external agencies and put in place carefully planned interventions to ensure any gaps in children's learning are swiftly addressed. Staff implement these recommended strategies promptly and consistently. They share them with the wider team and their families so everyone can support all children effectively. This means that children who may have gaps in their learning or development get excellent support to close the gaps and make rapid progress from their starting points. Leaders and staff keep parents and carers very well informed about their children's achievements. Parents report feeling extremely well supported by the leadership team. Staff use a range of effective strategies to help children access learning successfully. They embed communication aids throughout the nursery and support children to understand routines, manage transitions and develop increasing independence. These approaches help children to feel secure, engaged and well supported in their learning. Leaders and staff have an in-depth understanding of how to use any additional funding appropriately to support children's learning. For example, they use early years pupil premium to fund forest school sessions and a weekly sports club. All children participate confidently alongside their peers. They make secure progress from their starting points, and staff support them well to thrive. Children's welfare and wellbeing Expected standard Leaders prioritise creating positive relationships with children and their families. Children are happy when they attend the nursery, and all staff know children well. They quickly establish attentive and supportive relationships with their key persons. This means that children feel safe and secure. Leaders provide children with healthy lunches and snacks. Staff follow children's dietary requirements and sit with children at mealtimes to ensure their safety. This helps to create a calm environment. Older children begin to serve their own meals, and younger children receive gentle support to feed themselves. However, staff do not always encourage conversations about healthy food. This means that children do not learn about the importance it has for their bodies and health. Staff have a secure knowledge and understanding of safer sleep guidance to ensure children remain safe. They check children regularly while sleeping. Staff adapt routines to meet children's individual needs and align them with home. Staff build positive and extremely valuable relationships with parents and carers. They have a thorough understanding of the needs of the community and take time to understand the needs of the families whose children attend the nursery. Staff share information daily with parents so that they are well informed and well supported. Parents speak very positively about the support that they receive, especially parents of children with barriers to their learning. Leadership and governance Expected standard Leaders generally have a clear understanding of the nursery's context, including its strengths and the areas they wish to develop further. They are committed to maintaining the quality of provision and have identified appropriate priorities for improvement. For example, leaders have introduced positive changes to the curriculum and outdoor learning environment to strengthen children's experiences. Leaders support staff through regular supervision sessions, professional learning and opportunities for reflection to develop their knowledge and skills. They promote staff wellbeing through an open-door culture. Leaders discuss wellbeing through supervision sessions and informal check-ins. Leaders generally monitor staff practice through observations and professional discussions. Leaders create an inclusive environment where children feel happy, valued and safe. From the outset, staff work closely with parents and carers to gather detailed information about children's interests and development. Staff then complete regular and ongoing assessments of children's development. This helps them to accurately identify any emerging needs and put individualised support in place. Leaders typically work with external agencies and make referrals to support children's development. They liaise and share information with local schools when children are ready to move to the next stage in their development. Leaders develop secure partnerships with parents, who particularly comment on how their children have developed in their communication skills. Parents also comment on the nursery's regular communication and how this helps them to support their children at home. What it's like to be a child at this setting Children arrive happily and settle quickly into nursery life. They are supported by familiar staff and well-established routines. Children develop warm and trusting relationships with staff, who know them and understand their needs and interests. The effective key-person system and settling-in arrangements help children to feel secure, valued and confident in the setting. Children benefit from staff who join them in their play, acting as skilled play partners. They receive gentle reminders and praise, which supports their self-esteem and confidence. Children's learning is extended through conversations, encouragement and modelling. For example, during exploratory play, children hear and use vocabulary, such as 'over' and 'under', as they investigate vehicles travelling over different surfaces. Children benefit from daily access to the outdoor learning environment. This particularly supports their continued growth in their social and physical development. For example, children take turns to travel along an obstacle course. Children behave well and develop positive attitudes to their learning. They understand the nursery's expectations and follow routines confidently. Children have calm transitions and know what to expect. Children learn to communicate their needs in ways that suit them. For example, they use sign language to communicate with staff. Children engage in enrichment activities across the curriculum that support them to flourish. For example, they benefit from sports coaching and forest school. Children receive additional support from professionals who know children and families well. This helps support to be targeted effectively to meet children's individual needs. Children and families are welcomed and feel supported and listened to. For example, staff swiftly act on any emerging gaps in children's development and put in place individualised support while they wait for additional interventions from external agencies. Regular attendance is promoted to ensure children benefit from their experiences and make progress from their individual starting points. There is a specific focus on children's personal, social and emotional development alongside all other areas. This means that children develop the knowledge, skills and confidence needed for their next stage of learning and eventual move to school. Next steps Leaders should ensure that staff consistently promote healthy practices by supporting children in making appropriate choices and developing long-lasting healthy habits that enhance their physical health and wellbeing. Inspector: Jane Appleby About this setting Unique reference number (URN): EY458740 Address: Bishop Duppas Park Walton Bridge Road SHEPPERTON Middlesex TW17 8NR Type: Childcare on non-domestic premises Registration date: 02/04/2013 Registered person: Jollies House Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Surrey Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 10 September 2026 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. Children numbers Age range of children at the time of inspection 1 to 3 Total number of places 42 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. 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