URN 2735601 · Inspected 2026-02-13 · Published 2026-04-27 · Inspector: Gareth Cotterell
Village Nesties Unique reference number (URN): 2735601 Address: Shernhall Methodist Church, Shernhall Street, London, E17 9HX Type: Childcare on non-domestic premises Registered with Ofsted: 25/09/2023 Registers: EYR Registered person: Village Nest Ltd. Inspection report: 13 February 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 Achievement Expected standard Children, including those with special educational needs and/or disabilities and those who speak English as an additional language, make steady progress in all areas of learning. Children generally demonstrate skills in collaboration, negotiation and turn-taking with peers. For example, children concentrate well when using malleable dough and tools, discussing their ideas with staff about what they plan to create. They develop early social and cognitive skills, supporting their eventual transition to school. Children develop their communication and language through interactions and story books. They demonstrate their learning as they use new words they have learned during activities. Typically, children engage well in activities. However, children become distracted and lose focus when they find planned activities too challenging. This does not fully support children to engage fully and make progress in their learning. Behaviour, attitudes and establishing routines Expected standard Staff build warm, secure relationships with children. They model kindness, respect and teamwork. Children feel safe, valued and confident in the setting. Behaviour is a clear strength. Leaders and staff set high expectations, and children rise to meet them. Children engage deeply in their play and concentrate well. They treat each other with kindness and respect. Older children support younger children with care. At lunchtime, children confidently hand out plates and cups. At snack time, younger children proudly help to place fruit and water on the tables after listening carefully to a story. Children understand the daily routines and move between activities smoothly. Leaders and staff work closely with parents and carers. They promote regular attendance and punctuality. Leaders greet every child warmly at the door each morning. This creates a strong sense of belonging. Staff know families well and communicate regularly with them. Staff consider each child's individual needs carefully. They put appropriate support and adaptations in place. Parents speak positively about the care and communication they receive. Effective partnerships with families support children's wellbeing and development. The nursery provides a happy, safe and supportive environment for all children. Children's welfare and wellbeing Expected standard Children arrive happy and ready to learn. They separate from parents with confidence. Staff greet children warmly and help them settle quickly, helping them feel safe and secure. Children explore the environment with curiosity and independence. They choose activities confidently and remain engaged in their play. Staff build strong, trusting relationships with children. Younger children seek cuddles and reassurance when needed. Staff respond promptly and sensitively. Older children invite staff into their play and enjoy sharing their ideas. Staff model kindness and respect. Children develop positive friendships. They learn to share, take turns and cooperate with others. Leaders and staff create a welcoming, home-from-home environment. Familiar adults and consistent routines support children's emotional security. Calm, well-organised spaces help children feel valued and included. All children make good progress from their starting points. Children enjoy regular opportunities to be physically active. They develop their coordination and control through indoor and outdoor play. Staff embed care routines well. Children move confidently between free play, group times, mealtimes and sleep. These clear routines support children's wellbeing and learning. Curriculum and teaching Expected standard Leaders and staff typically design and deliver a stimulating curriculum across all seven areas of learning. They connect continuous provision and adult-led teaching through a clear overarching theme. Staff explicitly teach personal, social and emotional development. They use emotion cards to help children recognise and manage feelings, promoting self- regulation. Children explore the outdoor environment with curiosity. They are supported to develop their imagination and celebrate what makes them unique. They re-enact familiar experiences in the home corner, serving food, using telephones and role-playing family interactions. Typically, staff position themselves strategically to support independence while strengthening gross motor skills during large physical play. Leaders and practitioners know children well. They adapt teaching to support disadvantaged children, those with special educational needs and/or disabilities and children known or previously known to social care. Staff use assessment to identify gaps and address them quickly. They typically adjust interactions during child-initiated play to meet differing needs. Staff place communication and language at the heart of learning. They model rich vocabulary, narrate children's play and ask open-ended questions that extend thinking well during free play. However, on occasion, staff plan some adult-led activities that do not match children's developmental stages. Some activities are not sequenced to what children already know and can do and what they need to learn next. At times, staff interactions are overly complex. Children start to fidget and become disengaged from learning as they find the activity too challenging. This does not fully support the sequence in children's learning. Inclusion Expected standard Leaders and staff create a well-established, inclusive culture and know all children and their families well. They build trusting relationships that help them to understand children's needs and reduce barriers to learning and wellbeing. They act early and gather information from previous settings and parents. This supports smooth and positive transitions. Leaders monitor children's progress closely and adapt teaching to meet individual needs. Staff identify children with special educational needs and/or disabilities and children known or previously known to children's social care without delay. Leaders refer concerns to relevant professionals and external agencies promptly. They meet with parents and carers to agree clear next steps. Leaders follow the graduated approach. They assess, plan, do and review to secure progress. Leaders apply for additional funding when needed. They allocate funding carefully and target support to remove barriers and widen opportunities. They evaluate the impact of this spending. Leaders provide regular, high-quality training. Staff deepen their knowledge of inclusion and effective strategies. Leaders plan transitions around each child's developmental stage, not age. They share information between branches and prepare children well for their next stage of learning. Leadership and governance Expected standard Leaders have a clear vision for the nursery. They know the setting's strengths and identify areas for development. Leaders place a strong focus on staff workload and wellbeing. Staff feel supported and valued in their roles. Leaders provide regular supervision and hold frequent team meetings. They offer in-house and external training to improve practice. Leaders share updates to teaching, learning and the curriculum promptly. Staff understand changes and apply them in their work. However, leaders recognise that some aspects of practice are not fully embedded. Teaching does not consistently maximise children's learning during adult-led activities. Leaders have identified this as a priority. They are taking appropriate steps to strengthen practice and improve outcomes for all children. Leaders and those responsible for governance understand the nursery's context. They monitor attendance closely and act quickly when concerns arise. Leaders work effectively with parents and other professionals. They address barriers to learning without delay. This supports children to attend regularly and make steady progress. Children benefit from positive experiences across the nursery. What it's like to be a child at this setting Children enjoy attending this welcoming nursery. They arrive happy and confidently separate from their parents, settling into their chosen activity. Children confidently move around the setting and independently choose activities that interest them. They develop their own play ideas as they explore resources with curiosity and demonstrate resilience when trying new experiences. Children concentrate well as they enjoy water play and modelling with dough. They are familiar with the daily routine and demonstrate they feel safe and secure. They take pride in sharing their ideas during group times. Staff join in children's play, extending children's thinking skills and exploration. Inspector: Gareth Cotterell About this setting Unique reference number (URN): 2735601 Children form strong, trusting relationships with staff and positive friendships with their peers. They learn to share, take turns and cooperate, showing respect towards others. Children behave well and respond positively to the expectations set by staff at the nursery, supporting them to feel valued and included. Staff support children to understand and express their feelings. This helps children to manage minor conflicts with confidence. Children benefit from regular opportunities for physical activity and fresh air. They enjoy climbing and running in the outdoor area, developing their coordination and overall health. Mealtimes are calm and sociable, and children develop their independence and good manners. For example, children serve themselves and pour their own water from a jug. Children show the foundations of kindness and cooperation in the nursery as they pour their friends a drink. Children with special educational needs and/or disabilities receive appropriate support. They are well-prepared for the next stage in their learning and leave the nursery as confident, curious, and independent learners. Next steps Leaders should continue to embed professional development to support staff to strengthen their teaching during planned activities. Leaders should ensure that staff interactions and planned activities are precisely matched to children's age and stage of development. About this inspection The inspector spoke with leaders, children, 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. Address: Shernhall Methodist Church Shernhall Street London E17 9HX Type: Childcare on non-domestic premises Registration date: 25/09/2023 Registered person: Village Nest Ltd. Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: London Borough of Waltham Forest Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 13 February 2026 Children numbers Age range of children at the time of inspection 2 to 4 Total number of places 30 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. 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