Sticky Fingers Day Nursery

Sticky Fingers Day Nursery
Unique reference number (URN): 2786239
Address: Sticky Fingers Nursery, Church Road, Hanwell, London, W7 3BP
Type: Childcare on non-domestic premises
Registered with Ofsted: 18/04/2024
Registers: EYR
Registered person: Ms Tina Booker & Ms Kim Woods Partnership
Inspection report: 22 April 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 with special educational needs and/or disabilities or other disadvantages make
sustained progress in counting, responding to instructions, taking turns and developing
abilities in personal needs. Gaps in communication skills are gradually closing. For instance,
they focus and respond to familiar refrains at story time.
Children express their needs, share ideas and engage in meaningful conversations. They
are curious, independent and motivated, exploring challenges such as making own
creations from paper bands.
Children also flourish in small-group mathematics sessions, where staff engage them in
exciting games and problem-solving activities. For example, older children are encouraged
to make and count rings as they play and work out how many more they need to make a set
of 10. Younger children show great excitement in learning how tadpoles lose their tails as
part of their life cycle. They also enjoy looking at books to deepen their understanding
further.
Behaviour, attitudes and establishing routines Strong standard
All children, including those with special educational needs and/or disabilities (SEND) and
those who face barriers to learning, follow routines well and understand expectations, which
supports positive behaviour and relationships. As a result, children show consideration for
others, and any disruptions to their play are minimised. Staff role model and promote
positive behaviour. They help children to express their feelings and emotions and develop
skills to manage their behaviour well.
Children confidently make choices that develop independent thinking. Practitioners use
praise regularly to support children in being kind to others. They support children to learn
how to play together and form strong relationships with their friends and adults. This
prepares children for school and beyond. For example, children calmly tell friends that they
need to join a queue to wait their turn to jump in the hoops. Leaders encourage all children
to join in with activities, especially children with SEND and those who face barriers to
learning.
Practitioners know children and their families well. They regularly discuss children's
progress with parents and the rest of the team. Leaders promote the importance of
attendance and punctuality to parents so that children are safe and continue to achieve well.
Children's welfare and wellbeing Strong standard
Leaders and staff promote children's welfare and wellbeing consistently. When children
need help choosing an activity, particularly those who face barriers to learning, staff are swift
to step in with strategies that help children access the activities on offer. They ensure that all

children receive the individual care to feel safe. Leaders ensure that children's meals and
snacks are nutritious and meet individual dietary requirements.
Warm, secure attachments between key persons and children are well established. On
arrival, younger children cuddle into familiar staff, showing they feel safe and secure. Older
children are confident and independent, knowing staff understand their needs and respond
quickly. These secure relationships support children's emotional wellbeing and provide
reassurance.
Children show pride when they put on their coats independently and enjoy sharing such
achievements with staff. Physical development is promoted through active outdoor play.
Children embrace challenges, collaborate well with their friends and flourish in the praise
and recognition they are given. This results in children's positive attitudes, growing self-care
skills and confidence in managing their personal needs. For instance, children talk with staff
about healthy foods and explain how fruit helps keep their teeth healthy.
Curriculum and teaching Strong standard
Leaders and staff implement the curriculum effectively. They fully focus on children's
personal, social and emotional development and their communication and language.
Children become confident in communicating their needs and ideas, using an increasingly
wide vocabulary to discuss what they are doing. They apply their language skills
purposefully, including when developing their mathematical understanding. Staff model rich
language and extend children's thinking, helping them to develop their vocabulary and
communication skills.
Leaders prioritise children's physical development throughout the nursery. Children climb,
balance and jump with sensitive adult support. Staff carry out thorough assessments when
children start at the nursery to help them plan for future learning. They know children very
well and thoughtfully adapt teaching around their interests. For example, they use maps to
develop children's interest in numbers.
Staff work daily with their key children to support their next steps in learning very well. For
example, younger children develop their sensory awareness by touching and exploring
soaked seeds that look like frogspawn. Older children strengthen their small hand muscles
through making frogspawn, using dough. Leaders encourage a reading culture to support
children's literacy skills and prepare them for school and beyond.
Inclusion Strong standard
Leaders and staff show a sustained commitment to inclusion. They identify children's needs
quickly and seek support, from health and other professionals when needed, to reduce gaps
in learning so that children meet their milestones in preparation for school. Practitioners
know children well and skilfully make adaptations so that children's learning is promoted
extremely effectively. For example, children keenly participate in specific activities aimed at
helping them extend their attention. When necessary, leaders follow up with further services
to ensure that children access any additional support.

Staff build highly effective key-person relationships, so children feel emotionally secure and
progress well from their starting stages. For instance, children with special educational
needs and/or disabilities (SEND) and those who face barriers to learning follow routines and
confidently make choices.
Leaders have high aspirations for all children. They work effectively in partnerships with
families, including families of children with SEND and those who face barriers to learning, to
help each child achieve. Leaders support families of children with SEND to prepare for their
transition to school. For example, designated leaders invite teachers from schools into the
setting so they can share information about children and their progress.
Leadership and governance Strong standard
Leaders celebrate that their setting is a caring family of children, staff, parents and wider
community. All children, including children with special educational needs and/or disabilities
and those who face barriers to learning, are supported to make strong progress from their
starting points. Leaders manage staff workloads carefully. Nursery-based training focuses
on strengthening staff expertise and ensuring the curriculum reflects leaders' ambitions for
children.
Leaders and staff form positive partnerships with parents, who speak very highly of the care
and individual support their children receive. Parents are kept regularly updated about their
children's development. Parents describe the nursery as feeling like 'leaving their children
with family'. They mention that staff offer support to promote learning at home, such as
increasing their child's attention by playing games of matching cards.
Leaders are dedicated to driving high standards in the nursery. Staff are enthusiastic in their
work. They say their wellbeing is valued and supported, so they love to work here. Staff
consistently review their work to build on what children know and are able to do. They value
and respond positively to children's views and contributions, helping to build their self-
esteem. For example, a child confidently states that he speaks Spanish and says 'Buenos
dias'.
What it's like to be a child at this setting
Children enjoy learning in the warm, inclusive and nurturing environment. This helps every
child to thrive, achieve and develop a consistent sense of belonging. Leaders and staff have
high hopes for all children to develop to their full potential. They use their detailed

knowledge of each child to provide personalised support that removes barriers to learning.
Across the nursery, children engage enthusiastically in a broad curriculum. This is enriched
by meaningful sequencing, which helps children explore their creativity, deepen their critical
thinking and strengthen their communication skills. For example, after listening to a familiar
story, children concentrate deeply as they create their own space models using construction
resources and proudly talk about their designs.
Children are individually cared for by dedicated and long-serving staff. Staff provide effective
support for children who speak English as an additional language. Staff give children many
opportunities to be kind and independent, build confidence and experience success at their
own pace. This supports children's growing ability to question, share, make choices, plan
and take action in their learning pathways.
Children build secure relationships with their peers and staff and celebrate each other's
successes. For example, children celebrate when their friends match a pair correctly in a
game.
All children, including children with special educational needs and/or disabilities (SEND) and
those who face barriers to learning, achieve very well from their starting points. They
develop skills across all 7 areas of the curriculum. For example, children with SEND learn to
communicate their wants and needs and extend their use of words. Younger children learn
to read their name. All children show excellent levels of self-motivation and a passion for
learning that prepares them well for their next stage of learning and school.
Next steps
Leaders and those 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 children 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, staff, parents and carers 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.

Inspector:
Mrig Divecha-Talker
About this setting
Unique reference number (URN): 2786239
Address:
Sticky Fingers Nursery
Church Road
Hanwell
London
W7 3BP
Type: Childcare on non-domestic premises
Registration date: 18/04/2024
Registered person: Ms Tina Booker & Ms Kim Woods Partnership
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Ealing
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 22 April 2026
Children numbers
Age range of children at the time of inspection
2 to 4
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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