Sticky Fingers Day Nursery

Paper creations, tadpoles and games with rings give Sticky Fingers Day Nursery a concrete learning story. This Hanwell setting has capacity for 25 children, with language, independence and practical exploration prominent in its April 2026 activities.

At its April 2026 inspection, Ofsted awarded Strong standard in achievement, behaviour and routines, welfare and wellbeing, curriculum and teaching, inclusion, and leadership and governance, and judged safeguarding standards met. These are separate area judgements rather than an overall grade.

In April 2026, learning connected conversation with things children could make and investigate. Older children counted rings and explored completing a set; younger children examined how tadpoles change, then used books to extend their interest. These examples bring counting and scientific curiosity into practical play.

The early years foundation stage is the framework for children's learning, development and care. Here, its everyday application in April 2026 included language practice, physical activity and opportunities to manage personal tasks.

Maps helped staff build on children's interest in numbers. Soaked seeds supported sensory exploration, while dough activities exercised older children's hands. Climbing, balancing and jumping added physical challenge. The experiences crossed several areas of learning rather than treating conversation, movement and making as separate pursuits.

At the April 2026 inspection, Ofsted found that children with SEND made sustained progress, communication gaps were narrowing, and key-person relationships supported emotional security. That gives families a dated assessment of individual support as well as the headline judgements.

In April 2026, staff assessed children when they started and adapted activities around their interests and needs. Leaders sought help from health professionals and followed up with further services where necessary. Support included activities aimed at extending attention, making participation a practical priority.

Parents received regular development updates and ideas for learning at home, including matching-card games. School preparation included inviting teachers into the setting to exchange information about children, with support for families of children with SEND during that transition.

Meals and snacks catered for individual dietary needs in April 2026. Children also practised self-care, including putting on coats, and discussed the relationship between fruit and healthy teeth.

The address is Sticky Fingers Nursery, Church Road, Hanwell, London, W7 3BP. There are 25 places in total; that figure describes whole-setting capacity, not the number of children in an activity group.

In April 2026, opening hours were 8am to 6pm, Monday to Friday, and the children attending were aged two to four. Those are inspection-date details rather than current booking terms.

• Attendance and costs. The April 2026 day ran from 8am to 6pm. At a visit, which ages and attendance patterns can be booked now, and how are funded hours, meals and consumables handled?
• Individual support. The April 2026 next step was to deepen the impact of provision on children with SEND and others facing barriers to learning or wellbeing. Families weighing this setting should give their child's specific support needs prominence alongside the positive inclusion judgement.

Sticky Fingers merits consideration for families who value practical exploration, conversation and increasing independence. Its April 2026 examples are tangible: maps, dough, counting games and teacher visits for transition. The positive area judgements carry weight, while the next step keeps attention on the difference support makes for individual children.