Three Four Five Nursery School

Inspection of Three Four Five Nursery School Fitzhugh Community Clubroom, London SW18 3SA

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children arrive excited to this nursery each day. New children settle extremely quickly and form close attachments with staff. Staff skilfully use information from parents and their own observations and assessments to plan the experiences they offer to children. Exceptional staff create a nurturing and inclusive learning environment, which enables children to feel safe and secure. Children demonstrate their confidence and independence on arrival as they hang up their belongings ready for their day. If children struggle to separate from their parents, staff use their excellent knowledge to reassure and distract them to enable them to successfully engage in play. Parents leave knowing that their children settle happily in the nursery.

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The provision is outstanding

Children learn eagerly about the natural world around them. For example, they learn how food plants grow by visiting and purchasing seeds from a local garden centre. Staff skilfully support children's growing vocabulary, such as by talking about seedlings and cress in food. Younger children thoroughly enjoy learning about herbs in the garden by smelling and touching them and investigating flowers in a water tray. Children articulate and express themselves extremely well. They constantly use their creativity and imagination. Children joyfully form close friendships with other children and respect different ideas and needs. Older children learn to manage their feelings, and younger children are helped to identify their emotions using images on mats. Staff are positive role models and communicate their expectations for behaviour. Children are polite and well mannered. For example, children remember group rules and share resources

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The provision is outstanding

Leaders have created a curriculum that is broad and highly ambitious, with high aspirations for each child's learning. Children demonstrate high levels of engagement in the fascinating environment. All children, including those with special educational needs and/or disabilities (SEND), are exceptionally ready for their next steps in learning, including starting school.

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need to do better?

n Staff skilfully introduce children to new books and use every opportunity to strengthen children's communication, language and thinking skills. Enthusiastic staff ask pertinent questions that are thought-provoking and stimulate the children to think for themselves. For instance, staff excitedly engage children in interacting in a story, which raises children's attention and entices them to join in with the words and actions. Staff support children to recall previous stories they have heard and can remember. Children are keen to share their knowledge and beam with pride at the praise and encouragement they receive from staff.

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need to do better?

16 September 2025 n Leaders and staff regularly discuss each child's learning. Through these discussions, they plan for any gaps in children's progress. Staff's professional supervision is highly effective in building the knowledge they need to be experts in promoting children's progression across the curriculum. For example, staff gradually build on children's literacy skills through lots of practise with chalks, paint brushes and manipulating play dough. All of these experiences help to develop children's readiness to write and make marks with meaning. n Children's achievements are enriched through local visits to afternoon clubs and forest-school activities in the adjoining park. Staff ensure children's safety during such trips. They use creative ideas to enable children's excellent progress in mathematics. For example, older children identify numbers as they wipe them off an outdoor board. Additionally, staff excite children by encouraging them to

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need to do better?

notice deliberate mistakes and to explain what is wrong. Children use the garden imaginatively and staff respond warmly to their natural curiosity through sensitive and selective interventions. Children have excellent opportunities to develop a variety of physical skills, such as climbing, balancing and jumping. n Through the nurturing environment, children learn to understand and follow the nursery's routines and expectations. During adult-led activities, children join their groups quickly. They take part enthusiastically with discussions about what they have been learning. Children wait patiently when serving their own snacks. Staff support all children sensitively, helping them to grow in independence. n Children with SEND receive excellent support from staff. The highly inclusive learning environment helps to close initial gaps in their learning and development. Staff work extensively with parents and other professionals, such

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need to do better?

as speech and language therapists, which ensures a consistent approach. Staff develop excellent links with local schools to ensure children's successful move to school. For example, school staff visit the nursery to become familiar with transitioning children. n Partnerships with parents are excellent. Parents are very complimentary about how well informed they are about their children's well-being. The managers and key persons visit children in their homes just before they start at nursery. This helps them to build extensive knowledge of the children, which helps children have a positive start to their nursery experience. Staff start conversations with children about their interests and home life. They incorporate this into the unique curriculum for them and maintain consistency in care routines.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Setting details

Unique reference number EY550102 Local authority Wandsworth Inspection number 10399481 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 50 Number of children on roll 44 Name of registered person 345 Nursery School Balham LTD

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reference number

Telephone number 07721047949 Date of previous inspection 3 December 2019

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Information about this early years setting

Three Four Five Nursery School registered in 2017 and is situated in the London Borough of Wandsworth. The nursery employs 14 members of childcare staff, including the managers. Of these, 10 staff hold early years qualifications. The nursery operates Monday to Friday during term time only. Sessions are from 8.30am to 3.15pm. The setting provides government funded places for eligible children.

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Inspection activities

n The nominated individual and inspector completed a learning walk together in all areas of the nursery and discussed the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The nominated individual and inspector carried out a joint observation of a group activity. n The inspector talked to staff and parents at appropriate times during the inspection and took account of their views. n Children shared their experiences with the inspector. n The nominated individual showed the inspector documentation to demonstrate the suitability of staff.

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Inspection activities

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.

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Inspection activities

16 September 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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