Tiggers Nursery School

Tiggers Nursery School

Unique reference number (URN): 2759587 Address: Tiggers Nursery School, 87 Putney Bridge Road, London, SW15 2PA Type: Childcare on non-domestic premises Registered with Ofsted: 01/12/2023 Registers: EYR Registered person: Tiggers Nursery (Putney) 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 make progress from their starting points and develop the skills needed for their next stage of learning. Children who speak English as an additional language show increasing understanding over time. They respond to familiar words, follow routines and begin to use words and gestures to communicate their needs.

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Achievement Expected standard

Children develop confidence in communicating with others. They listen, respond and share their ideas during play and group experiences.

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Achievement Expected standard

Children's physical skills develop over time. Younger children practise early movements, while older children show increasing coordination, control and confidence during physical play.

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Achievement Expected standard

Children develop independence through daily routines. They manage simple tasks, such as feeding themselves, making choices and accessing resources, demonstrating growing confidence and self-care skills.

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Achievement Expected standard

Children gain skills that support their readiness for school. They sustain attention, follow instructions and begin to use early writing skills, such as giving meaning to their marks. This prepares them for the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models, and they establish clear expectations and consistent routines. This helps children to understand what is expected of them and supports a calm environment.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and demonstrate positive attitudes towards their learning. They settle quickly and move between activities with confidence, supported by familiar routines and clear guidance from staff. Staff promote positive behaviour through respectful interaction and modelling. For example, during group experiences, children take turns to contribute and listen to others. Children show confidence to share their ideas and engage in group experiences.

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Behaviour, attitudes and establishing routines Expected standard

Children respond well to established routines. For example, children join in with tidy-up songs before transitions, helping them to understand what will happen next. Children move between activities calmly and with confidence.

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Behaviour, attitudes and establishing routines Expected standard

Older children show increasing independence and self-control. They follow expectations, wait appropriately and take part in group experiences with growing confidence. This supports the development of behaviours and attitudes that prepare them for their next stage of learning. Leaders promote attendance effectively. Children attend regularly, which supports their engagement and participation in daily routines.

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Children's welfare and wellbeing Expected standard

Children benefit from a safe and supportive environment where staff prioritise their wellbeing and emotional security. Staff supervise children closely and provide reassurance, helping children to feel settled and confident. Children approach staff for support and return to play following guidance. Staff support children to recognise and express their emotions. For example, staff use simple language to name feelings and help children to understand and manage their emotions.

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Children's welfare and wellbeing Expected standard

Staff support children through consistent care routines and attentive responses. These help children to remain calm and engaged during the day and contribute to a positive atmosphere where children can take part in activities.

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Children's welfare and wellbeing Expected standard

Staff promote children's physical wellbeing effectively. Children are prepared appropriately, so they can participate safely and confidently in outdoor learning. Staff maintain appropriate supervision and ensure that children understand expectations, supporting them to take part safely.

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Children's welfare and wellbeing Expected standard

Staff meet children's care needs well, including rest routines for younger children. Individual sleep arrangements support children's comfort and emotional security. Staff are attentive to children's individual needs and respond appropriately throughout the day.

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Children's welfare and wellbeing Expected standard

Leaders maintain appropriate oversight of practice and ensure that staff follow procedures to support children's safety and wellbeing. This contributes to a secure and well-managed environment.

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Curriculum and teaching Expected standard

Leaders design a curriculum that focuses on supporting children's communication, independence and social development. Staff understand this intent and use daily routines and planned experiences to deliver it consistently across the day.

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Curriculum and teaching Expected standard

Staff's interactions with children are typically effective. They use modelling, prompts and repetition to support children's communication. For example, during singing sessions, staff use props, such as scarves and puppets, to engage children and encourage participation. Children join in with actions and vocalisations, demonstrating engagement and enjoyment in these shared experiences.

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Curriculum and teaching Expected standard

Staff introduce language alongside these experiences. They do not consistently provide further opportunities to develop children's language and thinking in their interactions with children. Opportunities to further develop children's communication are not always maximised, particularly during spontaneous play.

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Curriculum and teaching Expected standard

Staff use assessment to monitor children's development and identify next steps. This helps staff to plan experiences that build on what children already know and can do, supporting continuity in their learning. Staff do not consistently provide a wide range of accessible resources to support children's exploration. Children do not always remain engaged in activities for sustained periods, particularly when resources are limited or not readily accessible.

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Inclusion Expected standard

Leaders and staff have a clear understanding of children's individual needs and use ongoing assessment to identify where support may be required. This informs how activities and experiences are adapted to meet children's needs.

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Inclusion Expected standard

Staff work closely with parents from the outset to understand children's starting points and any emerging needs. Information is shared regularly, supporting a consistent approach between home and the setting. For example, staff discuss children's development and agree how to support communication and care needs both in the setting and at home.

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Inclusion Expected standard

Children with special educational needs and/or disabilities, and those with emerging needs, are supported through adapted approaches that reflect their individual circumstances. Staff use strategies such as simple language, visual cues and consistent routines to support children who are learning English as an additional language, and they adapt care and routines to support children's physical development and wellbeing.

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Inclusion Expected standard

Leaders and staff work with external professionals where needed, including health visitors and the local authority, to support children's development. These approaches help to break down barriers to learning and support children to take part in experiences.

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Leadership and governance Expected standard

Leaders provide clear direction and ensure that the nursery is organised to support children's learning and care. They maintain appropriate oversight of the curriculum and daily routines, helping to promote a consistent approach across the setting.

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Leadership and governance Expected standard

Leaders know children well and use information about their development to plan experiences that build on what children already know and can do. They demonstrate a clear understanding of the provision and identify areas for further development.

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Leadership and governance Expected standard

Leaders support children with special educational needs and/or disabilities and ensure that staff understand children's individual needs. They provide guidance so that staff can adapt practice and support children to access the curriculum.

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Leadership and governance Expected standard

Leaders place a clear emphasis on working in partnership with parents and carers. Parents report that communication is clear and consistent and that staff support children's development effectively, particularly in communication and language. They value the regular updates they receive, including daily communication and meetings, as well as the nursery's links with the local community.

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Leadership and governance Expected standard

Leaders ensure that information is shared effectively between home and the setting, supporting a consistent approach to children's care and learning. Leaders recognise that staff do not always maximise opportunities to develop children's language and thinking and that resources are not always sufficiently accessible to support sustained engagement. They are beginning to review these areas as part of their ongoing evaluation of the provision. Overall, leaders demonstrate a reflective approach and a commitment to improving the quality of provision.

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

Children arrive to a calm and welcoming environment where they are greeted warmly by staff, who know them well. They settle quickly into familiar routines and move confidently between activities. Children feel safe, secure and valued. They develop independence through everyday routines, making choices and beginning to serve themselves, which supports their growing confidence and self-care skills.

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

Children benefit from a curriculum that supports their communication, independence and understanding of the world. They take part in activities that develop early mathematics and literacy skills. For example, children match numbers to quantities and use mark-making materials to record their ideas. They talk about what they are doing and respond to questions, showing growing confidence in communication. Younger children explore sensory experiences, such as sand and painting. Staff respond to children's cues and introduce simple language, supporting early exploration and helping children to make sense of their experiences.

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

Children benefit from regular opportunities to explore beyond the setting. Visits to the local park support their physical development and curiosity about the world. Children search for natural objects, share their findings and engage with their surroundings. Children who speak English as an additional language are supported effectively through visual cues, gestures and consistent language. This helps them to understand routines, communicate and take part in experiences.

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

As a result, children are confident, engaged and developing the skills they need for their next stage of learning.

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Next steps

Leaders should enhance the learning environment, particularly in the baby room, to provide a broader range of accessible resources that promote sustained engagement.

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Address:

Tiggers Nursery School 87 Putney Bridge Road London SW15 2PA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tiggers Nursery (Putney) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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 further strengthen the quality of interactions so that staff consistently extend children's language and thinking during play.

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About this inspection

The inspector spoke with leaders, practitioners and parents 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 24 March 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

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Urgent improvement

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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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