Susana's Home From Home

Needs attention

Last inspected Mar 2026

Ofsted rating for Susana's Home From Home

Last inspected 3 March 2026

Actions the provider must take

What it's like to attend

• Children learn about colour and number through well-considered resources.
• Babies thrive in language development, learning about nursery rhymes and books.
• Children, including those with special educational needs and/or disabilities, learn to persist or ask for help when needed.
• Leaders promote children's understanding of healthy lifestyles and ensure they are physically active.
• Staff create warm and caring relationships with children, supporting confidence and exploration.
• Leaders promote children's understanding of healthy lifestyles.
• Children develop core strength as they play on the balance beams in the nursery garden.
• Babies thrive in their language development, when learning about nursery rhymes and books.
• Children, including those with special educational needs and/or disabilities, learn how to pull on their own wellington boots and outdoor wet suits by themselves.
• Children, including disadvantaged children and those with special educational needs and/or disabilities, benefit greatly from being given responsibilities.
• Staff skilfully teach children how to achieve a goal and persevere with tricky tasks.
• Children behave sensibly.
• Leaders make certain that staff provide effective teaching to promote children to be confident communicators, understand early mathematics and be independent.
• Generally, staff promote children's learning of mathematics well.
• Leaders make sure that staff adapt their teaching for children with special educational needs and/or disabilities effectively.
• Leaders make certain that staff receive training to help them to understand how to assess and review children's learning accurately.
• Leaders and staff work hard to reduce barriers that disadvantaged children may face, such as to provide learning in small groups.
• Leaders work in effective partnerships with early years experts about supporting children with SEND.
• Leaders and staff promote children's understanding of healthy lifestyles.
• Staff ensure that hygiene procedures, such as handwashing, wiping noses and cleaning up, are implemented well.
• Leaders have made some improvements since the previous inspection.
• Leaders make sure that support for children with special educational needs and/or disabilities is effective.
• Leaders provide coaching and guidance for staff.
• Partnership with parents and carers is effective.
• Parents are pleased with their choice of nursery.
• Parents highly value the genuine and caring support that leaders and staff provide for their children’s learning, including when learning at home.

• 1On occasion, there are inconsistencies in the quality of how some staff implement the curriculum to extend what children already know.
• 2Leaders do not ensure that staff understand and follow safer eating policies and procedures.
• 3Staff do not always adequately watch babies during mealtimes.
• 4Instead, some staff complete other tasks rather than supervising babies when they are eating.
• 5Leaders have not ensured that the practice of staff promotes the health and welfare of babies.
• 6This puts babies and children at risk of harm.
• 7Leaders have failed to keep sufficient oversight of the practice of staff while children are eating.
• 8For example, they do not make sure that staff supervise babies while eating.
• 9Although staff are trained in safer eating and in the care of babies, leaders have not checked that training has had the desired impact to ensure that staff understand and implement leaders' policies and procedures.
• 10As a result, staff do not carefully supervise babies when they are eating.
• 11This lack of action puts babies and children at risk of harm.
• 12Some staff do not receive training that is tailored precisely to their needs to consistently improve their practice, such as to build on children's previous learning.
• 13This setting has not met the requirements of the compulsory part of the Childcare Register.
• 14This setting has not met the requirements of the voluntary part of Childcare Register.