Park Royal Montessori Nursery

Park Royal Montessori Nursery
Unique reference number (URN): EY451672
Address: 3A Unimix House, Abbey Road, LONDON, NW10 7TR
Type: Childcare on non-domestic premises
Registered with Ofsted: 12/09/2012
Registers: EYR, CCR
Registered person: Kindervine Day Nursery Limited
Inspection report: 25 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.

Expected standard
Behaviour, attitudes and establishing routines Expected standard
Children behave well, show consideration for others and enjoy playing together
collaboratively. For example, older children measure and compare their heights, helping
each other with a measuring tape. Children build warm relationships with staff and their
peers. They routinely use positive manners, such as saying 'please' and 'thank you'.
Leaders and staff set clear expectations for rules and boundaries. Staff ensure expectations
are appropriate to the individual needs of children. They are positive role models and
encourage children to help with small tasks. Staff gently remind children to follow
instructions. For example, they encourage children to walk while indoors and to pick up toys
from the floor so that it is safe for them to move around.
Children receive praises for their efforts and achievements. This contributes to building their
self-esteem. Children show that they are proud of their accomplishments and are eager to
share them with adults and their peers. Leaders and staff understand the importance of
children's attendance. They monitor children's attendance and punctuality through a daily
register. Leaders follow up absences quickly, with calls and home visits if necessary, to
ensure children's safety.
Children's welfare and wellbeing Expected standard
Staff promote positive hygiene and healthy habits. They encourage children to wash their
hands regularly and to develop independence in managing their self-care. Children enjoy
playing with dentures and toothbrushes. They comment on how to get the 'dirty bits' away
and why it is important to clean their teeth. This supports children's early understanding of
oral health. Children sit together at the table to enjoy healthy and homemade meals. From a
young age, they serve themselves and eat competently with cutlery.
Staff have attended safer sleeping training to provide children with a suitable and safe
environment in which to rest. Children sleep in individual cots in a separate room. This
ensures they are not disturbed by those continuing playing. Staff follow safe procedures for
monitoring and checking sleeping children and maintain a record of these checks.
Staff establish responsive relationships with children, helping them feel secure and valued.
They gently support children who face barriers to learning or wellbeing to participate in play
alongside their peers and to build friendships. Staff support children to help them to
understand their emotions. As a result, they are starting to recognise when they are feeling
sad or tired. Children approach staff for reassurance and enjoy cuddles when needed.
Inclusion Expected standard
Leaders create an inclusive environment. All children, including those with special
educational needs and/or disabilities and those who face other barriers to learning, feel
welcomed and that they belong. Staff take the time to get to know children to understand
their individual needs and interests. For example, for children who speak English as an

Needs attention
additional language, staff collect words from their families to support their communication
skills. This helps to reduce barriers to their engagement.
Leaders work with parents and carers, external professionals and specialists, such as
speech and language therapists, to support all children's development. Generally, staff
understand the graduated approach. However, targeted training for staff is not yet fully
embedded across the setting, leading to some inconsistencies in practice. Staff adapt the
provision so all children can take part in ways that benefit them. For example, during story
times, staff make sure that children with hearing difficulties are seated where they can
clearly see who is talking and any visual cues. They also guide other children to
communicate considerately, such as by positioning themselves in front of their peers when
talking to them. This helps all children to feel included.
Staff provide a shared library so that all children have access to books. Parents comment
that they like to borrow these books and share stories with their children. This ensures that
every child is given the opportunity to develop a love for reading and their communication
and language skills.
Achievement Needs attention
Some children do not extend their learning effectively due to weaknesses in practice. As a
result, they make some progress from their starting points, but opportunities for them to
build on what they know are not consistent. Therefore, not all children make the progress
they are capable of.
Children are independent, happy and settled at this setting. They take part in a range of
activities across all areas of learning, and they are curious and eager to share their ideas.
Children with special educational needs and/or disabilities receive effective support. They
are increasingly confident communicators as a result of targeted support.
Older children demonstrate they know their routine well. They help tidy up and line up
sensibly at the door to get ready to go outside. Overall, children develop the skills needed
for school. However, achievement across the setting remains inconsistent. Younger children
show engagement during sensory experiences, for example when they make marks in flour.
Curriculum and teaching Needs attention
Leaders plan a curriculum that covers all areas of learning and development and reflects
children's individual needs. However, the quality of teaching is variable, and there are
inconsistencies in the implementation of the curriculum. While older children benefit from a
well-sequenced curriculum, staff in the toddler room do not consistently extend younger
children's play through purposeful interactions. As younger children move between activities
of their choice, there are prolonged periods of time where effective interactions from staff are
limited. For example, during role play, children are not always supported with modelling or

questioning to deepen their understanding. This limits younger children's learning during
some activities.
Older children count and take part in sorting activities. Staff help them to observe differences
in the items' features and sizes. They then introduce words such as 'big', 'small' and 'more'
that children use in different contexts. Staff use strategies, such as visual aids and simplified
language, to help children with special educational needs and/or disabilities to take part in
activities and routines. Younger children are curious and enjoy exploring the range of
resources on offer.
Children have opportunities to develop their physical and social skills. Older children enjoy
spending time outdoors, where they improve their balancing skills while walking on beams.
Younger children take turns and develop their coordination skills as they climb the step to
the slide. They giggle while reaching the top of the slide and slide down.
Leadership and governance Needs attention
Leaders reflect on their practice and have worked to address some of the previous
recommendations. They use staff meetings and end-of-day reflection to review what went
well and identify areas requiring development. However, leaders have not yet tackled
inconsistencies in the curriculum and practice to ensure that all staff enhance and extend
children's learning further.
Staff report that they feel supported by the provider and that their wellbeing is promoted.
Leaders ensure that staff have access to training opportunities. However, this has not yet
had sufficient impact on improving the quality of teaching across the setting.
Leaders work in partnership with parents and carers and other professionals to foster
children's development. They ensure that children with special educational needs and/or
disabilities get the specialist support they need. Parents and carers comment positively
about staff and the care their children receive. They comment that children settle quickly and
are happy to attend due to the warm relationships they form with the caring staff.
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
Since the previous inspection, there has been some progress to improve the quality of
experiences for children. However, some staff do not consistently use their interactions with
children to extend their learning further. This impacts on the quality of the curriculum
provided, which is still variable. Nevertheless, children are happy and enjoy attending the
setting. They form warm relationships with staff, who know them well. Staff welcome
children on arrival, and they part from their parents and carers with ease. Younger children
enjoy cuddles and seek comfort from familiar adults, who respond sensitively to their needs.
Children feel secure and know the routine well. They hang up their bags and quickly choose
what they want to play with, exploring the inviting environment. Older children show
increasing independence, such as personal care and putting their coats on. This supports
their readiness for school.
Children understand the clear expectations for their behaviour. Staff model how to share and
encourage children to take turns, using simple language and consistent strategies. For
example, they use sand timers to help children to know when it is their turn. As a result,
children behave well and play cooperatively. In addition, staff praise children's efforts and
achievements, which promotes their self-esteem. Children enjoy songs, stories and sharing
books with staff. Younger children turn pages and point at the pictures. In addition, they
request songs by name and smile as they sing. Older children actively listen to stories and
answer questions. This supports their communication and language skills.
Leaders plan outings and activities to broaden children's experiences. For example, children
have music and football sessions led by specialist teachers. They enjoy outings to the
theatre, visits to see wallabies at the park and walks in nature and in the local community.
Staff use these experiences to help children develop an understanding of the world.
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following action by the assigned date:
Action Completion Date
monitor and improve the delivery of the curriculum to
support staff to consistently extend children's learning
through high-quality interactions across the setting.
25/05/2026

Inspector:
Damiana Cornacchia
About this setting
Unique reference number (URN): EY451672
Address:
3A Unimix House
Abbey Road
LONDON
NW10 7TR
Type: Childcare on non-domestic premises
Registration date: 12/09/2012
Registered person: Kindervine Day Nursery Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Brent
Leaders should ensure that all staff consistently use purposeful interactions to extend
children's learning and build on what they already know.
Leaders should provide targeted support to staff to further raise the quality of teaching so
that all children make secure progress from their starting points.
About this inspection
The inspector spoke with the manager, special educational needs coordinator, staff, parents
and carers 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
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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 25 March 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
45
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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