The Willow Tree Nursery School

The Willow Tree Nursery School
Unique reference number (URN): EY408190
Address: St Saviour's Church, Cobbold Road, London, Hammersmith And Fulham, W12 9LN
Type: Childcare on non-domestic premises
Registered with Ofsted: 10/05/2010
Registers: EYR
Registered person: The Willow Tree Nursery School Limited
Inspection report: 3 March 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 make rapid progress from their starting points across all areas of learning. They
relish the responsibility of preparing snacks for their friends, using tools to cut fruit and
vegetables safely. Children persevere when learning new skills, such as putting on coats or
pouring their own milk. They respond positively to praise as they become increasingly
independent in managing practical tasks. As a result, they take responsibility for themselves,
for example wiping up food spills at lunchtime without prompting.
Children develop growing confidence in communication as they share ideas during stories,
repeat familiar phrases and discuss what might happen next. They retell stories, such as
'Jack and the Beanstalk', using small-world figures. Children who speak English as an
additional language and those with special educational needs and/or disabilities participate
alongside their peers, using gestures, signs or words to express ideas. Children listen
attentively, follow routines and cooperate during shared tasks, showing they are ready for
the next stage of learning.
Behaviour, attitudes and establishing routines Strong standard
Children demonstrate positive behaviour and cooperation because routines are clear and
consistently reinforced. They take responsibility for shared tasks as they work together to roll
up large rugs and tidy resources at the end of activities. These routines help children
understand expectations and develop a sense of responsibility for their environment. Staff
guide children to reflect on how their actions impact on others. They help them resolve
conflicts independently, and this supports the development of empathy and positive
relationships.
Warm, trusting relationships underpin children's attitudes to learning. Staff interact closely
throughout the day, offering praise, encouragement and gentle guidance. Staff celebrate
acts of kindness and cooperation, such as inviting quieter children to join a group activity or
noticing when a child waits patiently for a turn. Children respond confidently, showing
patience, generosity and a willingness to participate in group experiences.
Leaders promote regular attendance and punctuality. Staff monitor patterns of absence and
work closely with families when needed, ensuring that children attend consistently and
benefit fully from the provision. As a result, children thrive in a supportive environment where
they feel valued, secure and motivated to engage positively with both peers and learning
opportunities.
Children's welfare and wellbeing Strong standard
Children feel extremely safe, supported and confident because staff respond proactively to
their individual needs and provide consistent guidance throughout the day. A robust key-
person system ensures every child has a trusted adult who knows their routines, interests

and needs, enabling children to settle quickly, engage confidently and form secure
attachments.
Children develop a clear understanding of safety through practical experiences. For
example, they understand the need to wear protective goggles when using hammers and
nails during construction activities.
Children are highly supported to recognise and manage their emotions. They use a self-
registration system to indicate how they feel when they enter the setting. This helps them to
express emotions effectively. Staff guide children to reflect on their feelings, calm down
when frustrated, celebrate excitement and consider the impact of their actions on others.
This consistent support helps children develop empathy, resilience and confidence in
regulating their emotions.
Hygiene and healthy habits are embedded in daily routines. Children practise handwashing
before meals, explore nutritious foods during snack preparation and have ample
opportunities to move and play outdoors, reinforcing lifelong healthy habits. Physical
development is prioritised through joyful singing and dancing. Children move freely to music
and follow action songs that build strength, balance and coordination.
Curriculum and teaching Strong standard
Leaders design a sequential and well-structured curriculum that builds progressively on
children's skills. Staff tap into children's imaginations by transforming a hairdryer into a wolf
during a storytelling session, encouraging children to predict whether it can blow down
straw, wood or brick. Children discuss their ideas, test predictions and watch the experiment
unfold, remaining highly engaged throughout. Staff use real-life objects, props and visual
supports to help children, including those learning English as an additional language or with
special educational needs and/or disabilities, to understand and participate fully.
Children develop physical coordination, with staff adapting activities to children's abilities
and starting points. For example, staff provide a range of hands-on activities to strengthen
control and dexterity, such as using tongs, spoons and scoops to transfer materials between
containers. These experiences allow children to practise careful movements. Staff adjust the
challenge so less-confident children can progress at their own pace while more-experienced
children are encouraged to try new techniques. Staff use these physical and practical
experiences to embed mathematical understanding in everyday play. Children count and
compare buckets of soil in the garden and explore shapes and measurement in
construction. They measure water while filling containers, with staff demonstrating and
guiding understanding to ensure all children make rapid progress from their starting points.
Inclusion Strong standard
Leaders create a highly inclusive environment where children's individual needs are
recognised promptly and carefully supported. Staff observe children closely and assess their
development to recognise any emerging needs. When additional support is required, they
collaborate with parents and external professionals to introduce tailored strategies and
review children's progress regularly. This helps ensure that support remains effective and
that children continue to make progress from their starting points.

Staff use a range of communication approaches to support children who speak English as
an additional language and those developing their communication skills. Staff use Makaton
signs, visual prompts and simple choice systems to help children understand routines and
express their ideas. For example, children use Makaton signs to share preferences and
contribute to group activities, ensuring all children are included. These approaches support
progress in language, confidence and social interaction.
Leaders use funding thoughtfully to enrich children's experiences and social development.
For instance, children, including those receiving support from social care, take part in
football sessions that promote teamwork, cooperation and confidence. Families are
encouraged to share their languages and traditions, such as reading stories in Mandarin
during Lunar New Year, helping children develop cultural awareness while strengthening
partnerships between families and the setting.
Leadership and governance Strong standard
Leaders demonstrate a clear and focused commitment to providing high-quality education
and care, ensuring that all children, including those facing barriers to learning, benefit from
consistent, supportive experiences. The setting maintains strong partnerships with parents,
sharing weekly updates, Makaton signs, story ideas and guidance for routines such as potty
training. Parents report that this communication helps them support learning and wellbeing
at home, reinforcing continuity between home and nursery.
Staff wellbeing is prioritised through structured induction, ongoing professional learning,
supervision and reflective practice. Leaders provide regular feedback, peer observations
and opportunities to share training, which strengthens confidence, teaching skills and
consistency of care. Staff describe the environment as supportive and collaborative,
contributing to a calm, attentive atmosphere where children thrive.
Leaders adopt a reflective approach, promptly acting on feedback from parents, children
and staff. For example, earlier drop-off times were introduced following parent suggestions,
and garden resources were updated to enhance learning opportunities. The setting works
effectively with external professionals and schools to ensure that children receive targeted
support and smooth transitions. As a result, children benefit from well-planned, responsive
education and care, delivered by motivated and skilled staff, and families feel valued as
partners in their child's development.

What it's like to be a child at this setting
Children arrive happily and settle quickly into the welcoming environment. Staff work closely
with parents from the outset, offering home visits and sharing helpful strategies to support
children who may feel anxious about separating from their families. This thoughtful approach
helps children to feel secure and develop trusting relationships with the adults who care for
them.
Children show a strong sense of belonging. Staff value children's ideas and ensure their
voices are heard in daily routines. For example, children are encouraged to make choices
and share their opinions, such as voting for the songs they would like to sing together.
These opportunities help children feel respected and included, while also supporting their
growing confidence when expressing their views. They develop positive relationships with
their peers and learn to manage their emotions through supportive interactions. Staff plan
opportunities that encourage cooperation and guide children to share resources, for
example as they paint and pass brushes or colours to one another. Staff model calm
communication and help children talk about their feelings when small frustrations arise. This
support helps children build friendships, develop empathy and learn strategies to regulate
their emotions.
Children enjoy a wide range of engaging experiences that encourage curiosity and
independence. They are supported to explore, take appropriate risks and develop new skills.
For instance, children use real tools, such as small hammers and nails, under careful
supervision. This helps them build coordination, perseverance and a sense of achievement
as they complete tasks independently. Staff encourage children to follow their own ideas and
develop their creativity. During art activities, children explore natural materials, such as
observing real flowers before creating their own paintings. They choose the colours and
tools they wish to use, allowing them to experiment and express themselves freely. As a
result, children remain highly engaged in their learning and show pride in what they create.
Next steps
Leaders responsible for governance should sustain their work to ensure continued
improvement and high standards. They should focus on creating a transformational
impact on the outcomes and experiences of disadvantaged children, those with special
educational needs and/or disabilities and those who may face other barriers to their
learning and/or wellbeing.
About this inspection
The inspector spoke with leaders, parents, staff and children 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

Inspector:
Jenny Selvakumaran
About this setting
Unique reference number (URN): EY408190
Address:
St Saviour's Church
Cobbold Road
London
Hammersmith And Fulham
W12 9LN
Type: Childcare on non-domestic premises
Registration date: 10/05/2010
Registered person: The Willow Tree Nursery School Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:00
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 3 March 2026
Children numbers
Age range of children at the time of inspection
2 to 4
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.

Total number of places
32
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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