Andi's Nursery

Andi's Nursery
Unique reference number (URN): 2744001
Address: St. Edward The Confessor Catholic Church, 700 Finchley Road, London, NW11 7NE
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/08/2023
Registers: EYR, CCR
Registered person: Nyerges UK Limited
Inspection report: 23 January 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 exceptionally well prepared for their next stage of learning, including readiness
for school. Children's free play is narrated, and well-timed comments and questions extend
their communication and language. Children in both rooms explore early mathematics
through purposeful activities such as shape puzzles, board games, dice and number play.
All children, including those with special educational needs and/or disabilities or who
experience barriers to learning or wellbeing, fully engage in play and sustain high levels of
concentration. Older children confidently access the curriculum through stories, nursery
rhymes and meaningful real-life experiences. Children who speak English as an additional
language receive effective support to enable them to make rapid progress. For example,
pre-school children confidently named Arctic animals after targeted teaching during circle
time.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff set high expectations for behaviour. Staff build warm and trusting
relationships with children. These relationships help children feel a deep sense of belonging.
Children show confidence and thrive during the nursery day. Staff model positive behaviour
through a kind and gentle approach. Children reflect this behaviour in their own interactions.
Staff consider each child's age and stage of development and offer support when required.
For example, they ask children to assist with a longer activity to continue their positive
engagement. The nursery feels calm and cohesive during the day, which assists children in
developing excellent behaviour patterns.
This calm atmosphere is especially evident at lunchtime and during garden time. Staff
encourage children to take appropriate risks. They support children to share and develop
positive eating habits. For example, staff help children to take turns during board games.
Children practise patience and resilience while waiting for turns on climbing frames and rope
swings. Children show positive attitudes towards one another. Staff offer support when
needed.
During circle time, children take turns to speak. They wait patiently to share their name or
answer questions. Staff encourage and support this process. They ensure that every child's
voice is heard. Leaders work closely with parents and carers to promote regular and
punctual attendance. Staff understand attendance patterns, including quieter days during
Shabbat. They adjust activities and timetables to reflect the needs of the community.
Curriculum and teaching Strong standard
Leaders and staff have created a carefully structured and ambitious curriculum that supports
the needs of all children, including those who experience barriers to their wellbeing and
learning. Planning is tailored to each child, ensuring activities are adapted so everyone can

Expected standard
participate successfully. Resources are selected thoughtfully to promote inclusion and
enhance learning opportunities.
Staff interact skilfully with children during play. They accurately narrate what children are
doing and allow time for children to pause, think and respond. Staff join in sensitively and
recognise when to step back, helping children to build confidence and independence. These
interactions also enable staff to assess children's understanding and adapt learning
experiences accordingly. Age-appropriate language is consistently modelled in both child-
initiated and adult-led activities, supporting the development of communication and
language skills.
Children in both rooms regularly develop their fine motor skills. In the pre-school room,
children make purposeful marks, hold pencils correctly and demonstrate good control. Staff
place an emphasis on personal, social, emotional and physical development. The outdoor
environment enhances the curriculum, such as when children explore polar animals by
investigating ice and using tools to free frozen objects.
Children's welfare and wellbeing Expected standard
Children feel safe, happy and settled. Staff know each child well. They understand children's
needs, interests and preferences. This helps children to feel secure and confident. Children
receive support to flourish.
Staff carefully support children with barriers to learning or wellbeing. Leaders adapt the
provision to meet children's individual needs. Staff make thoughtful adjustments so all
children can succeed. For example, they direct questions to specific children to help them to
reengage in the learning.
Mealtimes feel calm and relaxed. Staff create a harmonious atmosphere. Children talk
excitedly with their peers and key persons. In the toddler room, staff encourage children to
feed themselves. Children practise using cutlery and build independence.
Staff position themselves well indoors and outdoors. They supervise effectively during free
play. Staff reduce risk while still extending children's independence. In the toddler and pre-
school rooms, children use indoor climbing equipment. Staff encourage children to climb
safely and confidently.
Staff support children to recognise and share their emotions. They use colours and feelings
to help children communicate. Key persons guide children with care and sensitivity. Sleep
routines work well and run smoothly. Younger children rest peacefully. Older children
continue to explore and learn in other rooms. This organisation supports children's
development at every stage.

Inclusion Expected standard
Managers and staff meet the needs of all children, including those with special educational
needs and/or disabilities and those known to social care. They provide high levels of care
and attention. This helps children to develop and learn essential skills. Staff adapt activities
and provide support to meet children's individual needs. For example, staff offer children
wobble cushions to assist them with sitting during circle time, and staff position themselves
appropriately to help children to focus. They plan carefully to identify and close gaps in
learning. As a result, children make progress from their starting points.
Leaders have introduced a large visual timetable on the wall. Staff also carry matching
timetables on their lanyards. When staff use these well, children understand what will
happen next. They use these visual prompts to help children to regulate their emotions.
However, not all staff are using these consistently yet. Leaders and staff hold high
expectations for children's learning and outcomes. Staff receive regular training and
supervision sessions. Leaders attend training and share this learning with the team. Staff
apply this training consistently in the learning environment. Leaders and staff work closely
with parents and carers and other professionals to meet all children's needs.
Leadership and governance Expected standard
Leaders understand the nursery's context well. They are clear about their ambition for
children to achieve. They place children's learning and development at the centre of their
work. Leaders ensure staff receive high-quality training. They give careful consideration to
staff workload and wellbeing. The nursery has fixed closure periods. These allow staff to rest
and recharge before each new term.
Leaders promote a culture of continuous improvement. Leaders provide staff with a wide
range of internal and external training. This training strengthens their knowledge, skills and
confidence. Leaders and staff build respectful relationships with parents and carers. They
work closely with families and the wider community. Leaders value parents' views and use
them to support children's learning and care. Parents speak positively about the nursery.
They value the high level of care their children receive. They appreciate the curriculum-
linked trips and visits. Parents report that their children have grown in confidence and
development since starting at the nursery.
Leaders should consider ways to increase the security of the premises even further.
Occasionally, the door that leads to the grounds where the premises are located is left open.
Although this means that potentially an unauthorised person could enter the grounds, this
does not pose a significant risk to children, as access to the nursery is through further
locked doors.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children are happy and eager to attend the nursery. Managers welcome children and
families warmly at the front door each morning. Staff establish calm, consistent and
predictable routines throughout the day. These routines help children to feel safe, secure
and confident in the environment. Children approach staff readily for reassurance, comfort
or support. They show emotional security and trust in the staff who care for them. Staff
encourage children to share their thoughts and ideas during circle time. Staff listen carefully
and respond positively. They value children's contributions and build learning from these
moments. This helps children to develop confidence and communication skills.
Children engage confidently in their learning and play. Staff deliver a well-planned and
ambitious curriculum. It prepares children effectively for their next stage of education. Staff
place a focus on developing children's fine motor skills. Children practise using scissors,
pencils, paint and other tools daily. As a result, children develop good control and
coordination. Many children attempt early writing with age-appropriate accuracy. Staff
embed this approach across both rooms. They use a graduated approach to teaching and
resources to support all children.
Staff give equal importance to all areas of learning. Learning experiences build on what
children already know and can do. Staff observe children closely and use this information to
plan their next steps in learning. Key persons know their children exceptionally well. They
adapt activities to meet children's individual needs and interests. This helps all children to
make progress and achieve. Staff recognise and value each child as a unique individual.

Inspector:
Gareth Cotterell
About this setting
Unique reference number (URN): 2744001
Address:
St. Edward The Confessor Catholic Church
700 Finchley Road
London
NW11 7NE
Type: Childcare on non-domestic premises
They have a secure understanding of barriers to all children's learning and wellbeing. Staff
identify emerging needs quickly and take prompt action to support children.
There is a positive sense of teamwork across the nursery. Leaders, room leaders and staff
work together towards shared goals. Children approach any member of staff for comfort,
conversation, play or help to resolve difficulties. Staff respond consistently and sensitively.
They support one another instinctively, especially when children require additional care. This
creates a calm, nurturing and inclusive environment where all children thrive.
Next steps
Leaders should review the systems in place regarding the door to the grounds of the
nursery.
Staff should consider how to embed the use of pictorial prompts for all children to further
enhance their understanding of what happens next and to support them to manage their
emotions.
About this inspection
The inspector spoke with leaders, staff, including those with safeguarding responsibilities,
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.

Registration date: 30/08/2023
Registered person: Nyerges UK Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Barnet
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 January 2026
Children numbers
Age range of children at the time of inspection
18 to 53
Total number of places
57
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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