The Battersea Nursery And Pre-School Academy

The Battersea Nursery And Pre-School Academy

Unique reference number (URN): EY550531 Address: Unit A3, 5 Riverlight Quay, London, SW11 8DX Type: Childcare on non-domestic premises Registered with Ofsted: 01/08/2017 Registers: EYR, CCR Registered person: Busy Bees Nurseries Limited

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Achievement Expected standard

Children develop well from their starting points and are well prepared to move on to their different stages of their learning, such as school. They gain a wide range of skills across all areas of the curriculum and develop a positive attitude towards learning.

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Achievement Expected standard

Children confidently communicate with staff and their peers and develop positive relationships. They learn to talk about their feelings and the impact they have on others. As a result, they are thoughtful and kind to each other. Children develop strong physical skills. For example, young babies enjoy tummy time as they are encouraged to reach for different toys. Older children explore a range of dance and sports sessions, developing their coordination.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models and have high expectations for children. As a result, children learn to be kind and gentle to their friends, and staff encourage children to think about their feelings and the impact on others. Staff provide a range of opportunities to teach children how to share and take turns through games and daily activities. For example, older children enjoy helping to set the table at mealtimes and giving food out to their friends.

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Behaviour, attitudes and establishing routines Expected standard

Children have secure relationships with staff, babies enjoy cuddles and seek staff out for comfort. Older children enjoy sharing their news and ideas with the staff who listen well, building children's confidence. Staff know the children very well and consider their individual needs and circumstances when supporting them to meet expectations. Staff follow effective transition processes and spend time getting to know the children and parents before they start the nursery and when children move rooms.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff implement an effective attendance policy and regularly monitor children's attendance, working with parents and other professionals if needed. At times, transitions between activities are not organised as effectively as possible. Children become distracted, lose interest quickly and can be disruptive.

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Children's welfare and wellbeing Expected standard

Leaders and staff implement effective care practices to meet children's individual needs. They adapt these when needed to ensure that all those who face barriers to their learning are included and can thrive. The relationships between staff and children are very positive. Children are encouraged to explore the environment and are given gentle reminders about how to keep themselves safe. They are eager to be in the outdoor area and access a range of equipment and experiences that promote their physical health and wellbeing.

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Children's welfare and wellbeing Expected standard

Staff follow effective hygiene procedures and encourage children to learn these as well. Children learn to wash their hands and the importance of this. They also learn about oral hygiene and older children manage self-care routines well. Staff encourage children to be independent. For example, babies learn to feed themselves and older children learn to serve themselves during snack times and pour their own water. Staff implement effective procedures to support children's dietary requirements and talk to children about healthy eating, supporting their understanding of healthy lifestyles.

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Children's welfare and wellbeing Expected standard

Staff place a strong focus on supporting children's emotions and encourage children to talk about how they feel. For instance, older children look at different facial expressions and talk about how they feel. As a result, children learn to express their feelings confidently. Staff collect a variety of information, including children's likes and dislikes and other agencies involved in children's learning, to ensure that all children make progress and feel safe and settled in the nursery.

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Curriculum and teaching Expected standard

In general, leaders and staff have an understanding of the curriculum and ensure that it is embedded across the nursery. Staff confidently describe what they want children to learn and how they will support them, including adapting their teaching to support children with special educational needs and/or disabilities. The curriculum is typically taught well and children develop across all areas of learning. Staff complete regular observations and closely monitor children's development. Children develop effective physical skills. For example, young children learn to crawl through tummy time and pull themselves up on furniture as they learn to walk. Older children learn fine motor skills as they learn effective pencil control and give meanings to their marks. Staff support children's early mathematical knowledge well. For instance, young children are encouraged to use number language through play or daily routines. They also explore a range of puzzles as they learn to fit

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Curriculum and teaching Expected standard

different shapes together. Throughout all activities, staff provide lots of praise and encouragement, supporting children's self-esteem and confidence.

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Curriculum and teaching Expected standard

All children are settled and enjoy being at the nursery. Overall, staff support children's communication and language well. Staff are engaging and provide a variety of opportunities for children to share their views and express their ideas. Staff have recently completed training around their curriculum, which has supported them in understanding how children learn and how they can support this. This has had a positive impact on children's development. Children gain confidence in group participation, develop social skills and are encouraged to express themselves.

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Curriculum and teaching Expected standard

At times, the quality of teaching is not consistently strong. Sometimes, staff lack confidence when supporting children's communication skills, or do not allow children to try things for themselves during activities to support their fine motor skills.

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Inclusion Expected standard

Leaders and staff have effective systems in place to reduce any barriers that children may face in relation to their learning and wellbeing. Staff engage with parents and other professionals to ensure that all children's individual needs are met. For example, for children who speak English as an additional language, staff collect words from parents, use visual aids and learn home languages to support children's communication skills. Staff effectively monitor children's development through regular observations and monitoring tools, enabling them to quickly identify any gaps in children's learning. They work closely with other agencies to support children's needs. As a result, all children make progress from their starting points. Skilled practitioners have attended relevant training and support staff if they have any concerns about a child's development. The nursery currently does not have any children on roll in receipt of additional funding. However, they do share information with

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Inclusion Expected standard

parents about how to access this. Leaders and staff have a good understanding of how they would support children with additional needs and are fully prepared for when they do.

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Leadership and governance Expected standard

The new leadership team has had a positive impact on the setting. They regularly reflect on their practice and identify areas of strength and what else they can do to develop the nursery further. Staff are well supported in their roles and feel valued by the new leadership team, who are mindful of the staff's workload. They have access to a range of schemes to support their health and wellbeing outside of the nursery. Leaders also encourage staff to complete a variety of training, with a keen focus on the curriculum, which has supported staff's understanding of how children learn. However, this could be development further. Leaders also complete regular supervisions and observations, providing feedback to staff to develop their practice and improve outcomes for children.

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Leadership and governance Expected standard

Although the setting currently does not have any children with special educational needs and/or disabilities attending, leaders and staff have the knowledge and skills needed to support children with additional needs, including working closely with other professionals.

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Leadership and governance Expected standard

Leaders and staff work closely with parents and involve them in their children's learning. Parents have access to an online application where they can view photographs and progress reports. They attend regular events, such as parents' evenings and celebrations. Staff share a wealth of information to support families at home, such as information about weaning, toileting and sleep routines. However, staff do not consistently provide parents with information about how they can support their children's learning at home.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Leaders and staff provide a warm and welcoming environment where children arrive confidently each morning ready to start their day. Children are pleased to see staff members and their peers. They share their news and quickly settle down, making choices from a wide range of activities available. Staff know the children very well and what they want them to achieve. They plan a wide range of fun and exciting activities for children to explore, and engage positively with children to support their learning. Staff regularly monitor children's development and quickly identify any areas where a child may need additional support. They effectively put plans in place and work with parents and other professionals to ensure that all children, regardless of their starting points, make progress.

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What it's like to be a child at this setting

Children have a positive attitude to learning and all want to have a go, try new things and share their ideas. Staff listen to children's ideas and children feel valued. Children have a wide range of opportunities to develop their physical skills in the well-resourced gardens. They also attend regular extra-curricular sessions, including ballet, football and drum classes. Children are encouraged to be independent and are given opportunities to do things for themselves.

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What it's like to be a child at this setting

Children are supported to manage their feelings and behaviour, and staff provide reassurance and support when needed. Staff encourage children to talk about their feelings and how different actions make them feel, and eventually to try and resolve minor conflicts between themselves.

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What it's like to be a child at this setting

Leaders and staff have been developing their partnership with parents and keep them up to date with their children's learning. Parents receive regular updates through an online application of what children do at nursery and attend regular events, meetings and celebrations. Staff monitor children's attendance and share with parents the importance of consistency.

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Next steps

Leaders should continue to support staff to become more confident in their teaching skills, and to develop a strong understanding of how they assist children's learning even further. Leaders should review transition times during the day to ensure that all children remain engaged and interested and do not become distracted from learning.

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Address:

Unit A3 5 Riverlight Quay London SW11 8DX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Busy Bees Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. Leaders should support staff to continue to develop relationships with parents, including sharing ideas of how they can support children's learning at home.

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About this inspection

The inspector spoke with leaders, practitioners and children during the inspection.

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About this 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. This data is from 16 January 2026

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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