URN 2875947 · Inspected 2026-01-16 · Published 2026-04-30 · Inspector: Rita Dome
Harmony Community Day Nursery Unique reference number (URN): 2875947 Address: 4 EdCity Walk, Australia Road, London, W12 7PT Type: Childcare on non-domestic premises Registered with Ofsted: 16/12/2025 Registers: EYR Registered person: Harmony Community Day Nursery Inspection report: 16 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 Expected standard Achievement Strong standard Children make good progress and develop secure, embedded skills that prepare them well for the next stage of learning. Children communicate confidently during play and group times. They listen attentively and respond to questions, demonstrating a secure understanding and recall skills. Children use new vocabulary in context and share their ideas with confidence. Children develop early mathematical understanding through practical experiences. They recall key details from stories and respond to questions about number, showing emerging counting skills and confidence in group discussion. Children also develop strong physical skills through daily access to outdoor play. They practise balance, coordination and strength as they explore the outdoor environment and engage confidently with physical challenge within well-supervised spaces. Children sustain engagement in activities, show pride in their achievements and persevere with challenge. As a result, children demonstrate positive attitudes to learning and are well prepared for the next stage of their education. Inclusion Strong standard Leaders ensure that all children, including those with special educational needs and/or disabilities and children with additional language needs, are included and feel they belong. Staff identify barriers to participation and adapt support so that children can engage alongside their peers. Staff provide targeted support that enables children to access learning earlier and sustain their engagement in group activities. For example, staff introduced a rolling-ball activity gradually, beginning one-to-one and then adding peers. This supported children to practise turn-taking and interact positively with others. Calm reinforcement and visual prompts help children to regulate their behaviour and re-engage in learning. The environment supports inclusion effectively. Children use a designated area with mirrors and prompts to recognise their emotions and choose strategies to help them settle and return to play. As a result, children participate confidently and build positive relationships with peers. Leaders work in partnership with parents and liaise with external professionals where required. Parents report that children become more confident communicators and enjoy attending. Leaders recognise that, while inclusive practice is effective, information about children's needs and support strategies is not yet shared consistently between rooms. Behaviour, attitudes and establishing routines Expected standard Children behave well and demonstrate positive attitudes towards learning. Staff establish calm routines and consistent expectations across the setting, which help children to feel secure and understand what is expected of them. Children settle quickly on arrival and move between activities confidently because staff support them sensitively and maintain clear routines throughout the day. Staff promote positive behaviour through respectful interaction and clear modelling. Children learn to take turns, listen to others and contribute appropriately during group learning. For example, during story time, children raised their hands to answer questions and waited patiently while others spoke. Such practice supports children to develop good listening habits and confidence to share their ideas in a group. Children demonstrate strong social behaviour at lunchtime. For example, staff organised the communal eating area effectively and grouped tables by age. Staff sat with children, maintained close supervision and reinforced safe eating practices. Older children showed patience while waiting their turn and supported younger children positively. Children with special educational needs and/or disabilities were supported well by their key workers and responded positively to praise and reassurance. Overall, children show increasing independence and self-control. They develop secure routines, cooperate well with peers and demonstrate a readiness to learn within a calm, well-managed environment. Children's welfare and wellbeing Expected standard Children benefit from a safe and nurturing environment where staff prioritise their wellbeing and emotional security. Staff supervise children closely throughout the day and provide calm reassurance that helps children to feel settled and confident. Children approach staff readily for support and return quickly to play, following adult guidance. Staff support children through consistent care routines and sensitive responses. These routines help children to remain calm and engaged during the day and contribute to a positive atmosphere where children can concentrate and take part in activities. Staff promote children's physical wellbeing effectively. Children access outdoor play regularly and benefit from fresh air throughout the year. Staff ensure that children are prepared appropriately so they can participate safely and confidently in outdoor learning. Staff meet children's care needs well, including rest routines for younger children. Individual sleep arrangements support children's comfort and emotional security. Leaders recognise that care routines are not yet implemented with the same level of consistency across all rooms. Curriculum and teaching Expected standard Leaders design a broad and ambitious curriculum that supports children to develop the knowledge and skills they need for future learning. Staff use daily routines and planned experiences to deliver the curriculum intent, strengthening communication and language, early mathematics and children's personal development. Staff organise enabling environments well and provide children with consistent opportunities to explore, practise and apply new learning. Staff teach children effectively through purposeful interaction. For example, during a winter- themed painting activity, staff encouraged children to talk about their artwork and modelled vocabulary linked to colours. Staff also embedded early mathematics by encouraging children to count and compare as they worked. Children sustained their attention, made independent decisions and showed pride in their individual creations. Staff deliver group learning experiences successfully and support children's listening and attention. During storytelling, staff used props and open-ended questions to strengthen children's understanding and recall. Clear routines and additional processing time supported all children, including those with special educational needs and/or disabilities, to participate. Leaders recognise that opportunities for children to develop independence through daily routines are not yet implemented consistently across all rooms. Leadership and governance Expected standard Leaders provide clear direction and ensure that the nursery is well organised so children achieve, belong and thrive. Leaders maintain oversight of the curriculum and routines to support a coherent approach to learning and care. Leaders know children well and use information about children's development to plan learning that builds on children's interests and supports clear next steps. As a result, children remain engaged and make progress across the areas of learning. Leaders promote an inclusive culture where all children are supported to participate fully. They ensure that staff understand children's individual needs and provide guidance so that staff adapt practice appropriately. This enables children with special educational needs and/or disabilities to feel valued and access learning alongside their peers. Leaders place a strong emphasis on working in partnership with parents and carers. Parents report that staff communicate clearly, respond promptly and provide consistent support for children's development. Leaders encourage information-sharing with families to support children's emotional security. Leaders support staff to reflect on practice through regular communication and shared expectations. They promote a calm, positive staff culture that supports children's wellbeing and learning experiences. Leaders recognise that information about children's needs, progress and effective support strategies is not yet shared consistently between rooms. Leaders also recognise that opportunities to strengthen children's independence within daily routines can be developed further. What it's like to be a child at this setting Children arrive happy and ready to learn. Leaders and staff greet them warmly and help them settle quickly into play. Children feel safe, welcomed and valued because staff know them well and respond sensitively to their individual needs. As a result, children develop confidence and show positive attitudes towards new experiences. Children benefit from a broad curriculum that supports them to achieve and thrive. Staff provide purposeful learning opportunities that develop communication and language, early mathematics and creativity. For example, children listened attentively as staff read 'The Billy Goats Gruff' and used Inspector: Rita Dome About this setting Unique reference number (URN): 2875947 Address: 4 EdCity Walk props to help children follow the story and maintain interest. Children responded confidently to open-ended questions and recalled key details, showing a secure understanding and enthusiasm. Staff extended children's thinking by encouraging children to explain their ideas. This strengthens children's comprehension and confidence to speak within a group. Children with special educational needs and/or disabilities and children with additional language needs are included effectively. Staff use visual cues, calm routines and structured support to help children participate alongside their peers. Staff support children's emotional regulation consistently. Children use a designated area with mirrors and prompts to identify their feelings and choose strategies that help them to settle and return to play. This supports children to manage their emotions appropriately. Parents speak positively about the nursery. They value the consistent staff team and report that communication is clear and supportive. Parents describe supportive transitions and say that staff work closely with families to help children feel secure. Overall, children develop secure relationships, feel they belong and make progress across the areas of learning. Next steps Leaders should ensure that room leaders hold regular transition meetings to share information about children needs, progress and support strategies so transitions do not solely rely on senior leaders. About this inspection The inspector spoke with leaders, staff and the special educational needs coordinator 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 Australia Road London W12 7PT Type: Childcare on non-domestic premises Registration date: 16/12/2025 Registered person: Harmony Community Day Nursery Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Hammersmith & Fulham Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 16 January 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 60 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. 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