The Norwegian Kindergarten In London

Inspection of The Norwegian Kindergarten in London 28 Arterberry Road, Wimbledon, London SW20 8AH

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Inspection dates: 23 to 25 September 2025

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Overall effectiveness Good

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

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Children are happy here and are kept safe by the caring staff, who act as strong role models for them. Children settle quickly and are supported effectively to build their independence and resilience from their first days at school. This includes with toileting, dressing, eating and learning.

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What is it like to attend this school?

Children enjoy their weekly visit to the park. This is used to extend learning in nature and to provide children with experiences beyond the school. For example, when learning about the local community, children picked up litter at the park and recycled different items.

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What is it like to attend this school?

Children get off to a positive start in their early education because there are high expectations for children to develop and achieve. The school typically ensures that children have the knowledge they need in readiness for moving to the Norwegian school on the same site.

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What is it like to attend this school?

Behaviour is exceptional. Children are expertly supported by staff to build self- control in small steps. Staff know when to intervene and when to stand back to allow children to achieve this.

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better?

The curriculum and the provision in the school have been a key focus and are a strength. The curriculum that children receive is broad and ambitious. Learning is broken down into themes that cover the seven areas of learning in the Norwegian curriculum. However, how the knowledge to be taught from the provision for two- year-olds through to the six-year-olds is not as carefully considered across some areas of learning. This means that these areas lack clarity. When this happens, staff are not as confident about what knowledge and skills they should prioritise when designing activities. Consequently, some activities do not effectively build on what children already know as well as they could.

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better?

Teaching and observations of children’s interactions and learning are used effectively to track children’s progress. Staff are well trained to support children with ‘in the moment’ interventions that extend their learning. They model and coach to ensure children develop and flourish. This is also the case for children with special educational needs and/or disabilities (SEND). Staff are well trained to identify need. While there are currently no children in the school who have identified SEND, staff are knowledgeable about interventions and support they can use and have used previously.

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better?

Children’s communication and language development is a key focus. Within the provision, children speak both English and Norwegian. On starting, some children speak one of these languages. Staff interactions are highly effective at developing both languages. Children’s communication is developed swiftly and securely. This enables them to develop fluency in both languages. Carefully considered activities 23 to 25 September 2025 also increase children’s wider knowledge and understanding. For example, carrying out fun, teacher-led experiments with dishwashing soap and pepper helps children understand the need for regular handwashing.

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better?

Learning takes place indoors and out. The outdoors and nature-based learning are often the focus for child-initiated learning. The large outdoor garden provides a wide range of opportunities to develop physical skills and confidence

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better?

Behaviour expectations are clear. Staff provide consistent support. The school is a calm, collaborative and purposeful place, where learning is at the heart. Older children support their younger peers.

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better?

Attendance is high and children attend school regularly. Any absence is checked and followed up swiftly.

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better?

Provision for children’s wider personal development is exceptional. Children experience a broad and extensive offer of activities that both expand their experiences and help to prepare them for life in modern Britain. These include attending the pantomime at a local theatre, visiting charity shops and food banks to make donations, celebrations promoting different types of families and map work to find the location of the ‘Wombles’ on Wimbledon Common.

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better?

The school works effectively with parents and carer. They seek their views and hold regular events to support the relationship between home and school. A number of the proprietor body are also parents of children at the school. They are committed to its success and making the improvements needed. Staff value the opportunity they have to be part of the school and community. The consideration shown to their workload and well-being is appreciated.

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better?

The school complies with Section 10 of the Equalities Act 2010.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The school meets the safeguarding and welfare requirements for the early years foundation stage.

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(Information for the school and proprietor)

 The curriculum in some areas has not sufficiently identified the knowledge that children need to secure at different stages of the kindergarten. As a result, there are times when learning can be too focused on the activity, rather than the knowledge to be learned. The school should review its curriculum, so that children are supported to develop knowledge sequentially in each area of learning and, in turn, are prepared consistently well for their future learning. 23 to 25 September 2025

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 23 to 25 September 2025

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School details

Unique reference number 141023 DfE registration number 315/6007

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School details

Inspection number 10391768 Type of school Other Independent School

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School details

Proprietor The Norwegian Kindergarten in London

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School details

Annual fees (day pupils) £13,600 to £21,900

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School details

Website www.norwegiankindergarten.org.uk

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School details

Email address mail@norwegiankindergarten.org.uk

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School details

Date of previous inspection 18 to 20 October 2022 23 to 25 September 2025

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Information about this school

 The school is an independent day school, which follows the principles and approaches of the Norwegian Directorate for Education and Training Framework Plan for Kindergartens.  The school offers provision for children aged two to six.  The Norwegian Kindergarten has been open since 1982. It shares its premises with the Norwegian School in London.  The school’s address is 28 Arterberry Road, Wimbledon, London SW20 8AH.  In 2014, the kindergarten was separated from the Norwegian School in London and registered as a separate school.  The proprietor is The Norwegian Kindergarten in London and is represented by a proprietorial board with three members.  The current headteacher was appointed in April 2025.  The school has an exemption from the learning and development requirements of the early years foundation stage.  The school offers wraparound care at an additional cost.  The school does not currently make use of any alternative provision.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors met with the headteacher, the deputy headteacher and members of staff. They also met with all four proprietorial board members; this included the chair of the board.  Inspectors carried out deep dives in these subjects: communication and language, personal, social and emotional development and expressive arts and design. For each deep dive, inspectors met with staff, discussed the curriculum, visited the provision and spoke with some pupils about their learning.  The inspectors also considered the curriculum in other areas of learning.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central register; took account of the views of leaders, staff and pupils; and 23 to 25 September 2025 considered the extent to which the school has created an open and positive

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Information about this inspection

culture around safeguarding that puts pupils’ interests first.  Inspectors looked at a range of documents, including leaders’ priorities for improvement.  The views of pupils, parents and staff were gathered through discussions. Responses to Ofsted’s online surveys were also considered.

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Inspection team

Samantha Ingram, lead inspector His Majesty’s Inspector

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Inspection team

Nick Hitchen Ofsted Inspector 23 to 25 September 2025 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 children looked after, safeguarding and child protection.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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