Earls Court Community Nursery

Earls Court Community Nursery
Unique reference number (URN): EY435934
Address: 65 Philbeach Gardens, LONDON, SW5 9EE
Type: Childcare on non-domestic premises
Registered with Ofsted: 22/11/2011
Registers: EYR
Registered person: The London Early Years Foundation
Inspection report: 14 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
Behaviour, attitudes and establishing routines Strong standard
Children demonstrate consistently positive behaviour and attitudes. Well-established
routines help them move confidently through the day, including outdoor play and mealtimes.
Leaders create a calm, positive environment with clear, age-appropriate expectations. Staff
build warm, respectful relationships and apply their expectations consistently, helping
children to learn and show their best behaviour.
Children are confident, motivated and curious learners. They engage fully, concentrate for
sustained periods and enjoy activities. Children show resilience and perseverance as they
explore. Babies practise early walking and climbing on appropriately sized equipment and
show pride when they succeed. At sleep times, toddlers remove their socks and shoes
independently, demonstrating self-regulation and understanding of routines.
The key-person system is highly effective. Practitioners know children well and respond
sensitively to their emotional needs. Children who become upset settle quickly when staff
adapt routines, and children returning after absences re-join smoothly. Staff evaluate the
curriculum continuously, observing how children respond and identifying areas to adapt.
They listen carefully and adapt questioning to match each child's level of confidence,
celebrating every contribution.
Children learn to collaborate and share. During activities, they take turns, share resources
and wait patiently. Leaders actively promote punctuality and attendance. They identify
barriers and take action to remove them, helping all children participate fully and develop
positive attitudes to attending and their learning.
Children's welfare and wellbeing Strong standard
Leaders and staff promote children's welfare and wellbeing very effectively. Strong, trusting
relationships help children, including those new to the setting or returning after absence, to
settle quickly and feel safe. Staff create a calm, nurturing and respectful environment,
enabling children to form positive attachments, develop confidence and manage their
emotions. Children are supported to recognise and name their feelings, and staff help them
to calm themselves through reassurance and familiar routines.
Children develop independence from an early age. Babies, once they are developmentally
ready, sit and feed themselves, toddlers practise putting on their coats and pre-school
children serve lunch and pour drinks safely. Staff support children to understand their
physical development, personal safety and health through safe movement and healthy
eating routines. Daily routines for sleeping, feeding and mealtimes remain flexible and
consistent, supporting each child's emotional security.
The key-person system is effective. Staff know children well and respond sensitively to their
emotional, care and learning needs. Parents' views inform routines and experiences. Staff
manage allergies, dietary needs and feeding routines carefully. Key persons provide
consistent care, helping children feel safe, settled and ready to engage.

Leaders establish an inclusive environment, where expectations for welfare and wellbeing
are high. All children, including those with special educational needs and/or disabilities and
those who are disadvantaged, feel secure and receive consistent, tailored support.
Purposeful routines promote children's independence, confidence and engagement in
learning.
Inclusion Strong standard
Leaders foster an inclusive culture, swiftly identifying and responding to children's individual
needs. Through adaptive routines and activities all children, including those with special
educational needs and/or disabilities (SEND) and those who are disadvantaged, participate
fully and make secure progress. Staff form trusting relationships with children and their
families, using detailed knowledge of each child to provide bespoke support and reduce
barriers to learning and wellbeing.
Leaders closely monitor the effectiveness of interventions, regularly reviewing children's
progress and adjusting strategies as required. They collaborate with parents, external
professionals and agencies, such as speech and language therapists, ensuring children's
support is coherent and consistent between home and the setting. Early years pupil
premium funding is used to address learning gaps and promote inclusion.
Staff development is prioritised, with ongoing training ensuring everyone understands and
confidently applies inclusive practice. Staff use clear routines, engaging interactions and
thoughtfully planned activities to nurture communication, independence and social skills. As
a result, children feel safe, valued and supported, engaging confidently with learning and
forming positive relationships. This robust, reflective approach ensures children with SEND,
those who are disadvantaged and others facing barriers can thrive and achieve their full
potential alongside their peers.
Leadership and governance Strong standard
Leaders inspire staff to provide responsive care and well planned learning for children,
including those with special educational needs and/or disabilities (SEND) and
disadvantaged children. Staff know children well and respond promptly and sensitively to
their cues.
Leaders set high expectations and drive continuous improvement. They review the learning
environment regularly to meet children's changing needs. They plan and deliver professional
development, giving staff targeted support and training. Staff report feeling valued,
motivated and well supported. Leaders manage workloads thoughtfully, enabling staff to
maintain high-quality care and teaching.
Leaders build strong partnerships with parents and external professionals by providing clear,
consistent communication through daily interactions, newsletters and apps. Staff involve
parents in their children's learning and development, sharing progress and responding to
concerns. Leaders make decisions in the best interests of all children, ensuring that those

Expected standard
with SEND, who are disadvantaged or face other barriers receive tailored support, access
learning opportunities and achieve their potential.
Achievement Expected standard
Children achieve well across the early years foundation stage. They develop age-
appropriate skills and growing confidence and independence. Most children progress from
their starting points and are well prepared for the next stage of learning, including school.
Children who speak English as an additional language receive effective support. They are
making typical progress in developing their English language skills and gain the confidence
they need to communicate successfully.
Strong relationships and daily interactions support children's communication, language and
cognitive development. During outdoor role play, children confidently use new words and
phrases in imaginative contexts. They show growing language, social understanding and
engagement. Children secure foundations and growing independence. They learn the
names of their peers and form friendships, which helps to develop social skills in preparation
for starting school. However, there are times when activities are not organised effectively,
which can prevent some children from fully participating and learning the intended
knowledge and skills and to extend their achievement at a higher level.
Curriculum and teaching Expected standard
Leaders and staff provide a carefully planned curriculum that supports learning across most
areas and meets the needs of many children, including those with special educational needs
and disabilities. Staff implement the curriculum consistently and adapt activities, when
possible, to meet children's individual needs. They use assessment effectively to understand
what children can do, what they know and what to teach next. Children's emotional
wellbeing, physical development and personal, social and emotional skills are prioritised
throughout the day.
Staff sequence children's communication and language development through the
curriculum. Babies respond to staff's calm voices, gestures and meaningful interactions.
Staff comment on children's actions and introduce new vocabulary in context. For example,
during a beach-themed sensory activity, staff model words, such as 'gloopy, wet', and 'cool',
supporting early language development. Warm, engaging interactions are also evident
during play dough and toothbrushing routines, helping children communicate and participate
with interest. Staff use routines to support early mathematical understanding, such as
helping children to count using their fingers and naming shape and size during play.
Children who speak English as an additional language benefit from consistent home to
school communication and guidance. Adults model rich language in routines and play,
helping children to express ideas and develop vocabulary. Leaders provide experiences
across the early years foundation stage areas of learning, including physical play, sensory

exploration, creativity and self-help routines. However, opportunities outdoors are not yet
consistently adapted to reflect children's ages, stages of development and individual needs.
As a result, not all children engage as deeply in outdoor learning as they do indoors.
What it's like to be a child at this setting
Children thrive and enjoy their time at this inclusive, nurturing setting. Staff greet them
warmly and help them feel safe and confident. Babies receive gentle cuddles and attention.
Older children know they can ask for help when needed. These interactions support
children's wellbeing and belonging. Children achieve, belong and thrive because staff
actively nurture them. Staff respond to children's individual needs and create a safe,
stimulating setting, where every child can succeed and enjoy learning.
Staff value every child. They understand children's needs, including those with special
educational needs and/or disabilities (SEND) or children facing barriers to their learning.
Typically, staff adapt activities so that all children can join in. Children make progress
alongside their peers. They develop their independence skills well. For instance, babies
learn to feed themselves, toddlers practise putting and taking off their coats, while pre-
school children serve lunch and pour drinks. During play dough activities, children take turns
and share the resources. In the pre-school room, children discuss the importance of
brushing their teeth and apply their learning into practice.
Children explore activities with enthusiasm and curiosity. Staff model language, encourage
communication and guide learning. All children develop skills, confidence and
independence. Targeted support removes barriers for disadvantaged children or those with
SEND. Children build strong relationships. They learn alongside their peers and feel
included. Families feel welcomed and valued. Children flourish individually in a safe
environment. Staff celebrate children's achievements and help them to progress socially,
emotionally and academically. Leaders monitor attendance closely and work with families to
overcome barriers so that children benefit from consistent routines and learning.
Next steps
Leaders should refine the outdoor curriculum, so staff consistently adapt activities for
children's age, stage of development and their individual needs, enabling children to
engage fully and benefit from meaningful learning.

Inspectors:
Fatima Ben-Brik
Marisol Hernandez-Garn
About this setting
Unique reference number (URN): EY435934
Address:
65 Philbeach Gardens
LONDON
SW5 9EE
Type: Childcare on non-domestic premises
Registration date: 22/11/2011
Registered person: The London Early Years Foundation
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Kensington and Chelsea
Leaders should strengthen staff practice by ensuring they engage children promptly
during activities, using high-quality interactions that extend thinking and sustain
engagement for all children.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator
and parents 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.
A quality assurance visit by an early years senior officer was carried out at this inspection.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 14 January 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
48
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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