A Little Me Time Nursery

A Little Me Time Nursery

Unique reference number (URN): 2833430 Address: 58 The Mall, London, W5 3TA Type: Childcare on non-domestic premises Registered with Ofsted: 14/04/2025 Registers: EYR Registered person: Mama Bebe 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 notable gains in communication and language, holding extended conversations about their own interests and experiences during everyday routines. Children with identified communication needs make clear progress, moving from limited vocabulary to speaking in full sentences. Children who speak English as an additional language build vocabulary quickly, using new words confidently in their play. At the dough table, children roll and shape play dough and press pasta pieces into it, developing coordination and control. They identify numbers and quantities confidently during everyday play, showing secure mathematical understanding. Children also show notable independence in their personal development, attempting tasks such as fastening buttons and managing a change of clothes, asking for help only when needed. Children use tools, such as tongs, to serve their own food. However, some children do not always build securely on what they already know,

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Achievement Expected standard

or explain their thinking fully. Overall, children are prepared appropriately for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish clear, commonly understood expectations for behaviour, sharing individual behaviour plans with the whole staff team so that everyone applies a consistent approach. Staff hold regular discussions to review what is working and what children continue to find difficult, allowing strategies to be adjusted as needed.

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Behaviour, attitudes and establishing routines Expected standard

Children build secure, positive relationships with staff, who respond sensitively to their individual needs. These relationships help children regulate their emotions and re-engage with activities during moments of anxiety or reluctance. Children also get along well with one another, playing cooperatively, sharing resources and taking turns, for example reminding a friend of something they forgot or saving them a place. They approach new activities with curiosity and generally persevere when a task is challenging. Leaders promote punctuality and attendance through clear systems, and staff record attendance daily, following up promptly on any absence and encouraging parents and carers to notify the setting in good time.

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Behaviour, attitudes and establishing routines Expected standard

However, staff do not always consider children's differing needs when managing routines and transitions. During busier periods, staff do not always stay available to keep children purposefully engaged, which can lead to restlessness. Some children, particularly those with additional needs, need more consistent staff support to manage transitions calmly.

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Children's welfare and wellbeing Expected standard

Children typically receive care that meets their individual needs effectively. Staff tailor toileting, dressing and rest routines to each child's stage of development. Children needing extra help on arrival benefit from individual arrangements, such as an earlier start paired with dedicated staff support. This helps to reduce anxiety at the start of the day. Children form secure, responsive attachments to their key person and other familiar staff. These relationships help children settle and regulate their emotions, typically re-engaging with activities following moments of upset, such as separation from a parent or carer.

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Children's welfare and wellbeing Expected standard

Children develop physical independence and personal-care skills, including handwashing, dressing and toileting. Staff use safety harnesses to keep children safe outdoors, near the busy main road. They help children name their feelings and understand how their body responds to change. Children follow secure feeding and rest routines, suited to their needs. At mealtimes, children self-serve their food and drink and use cutlery independently. Younger children, including babies, follow a settled early-afternoon nap routine, supported by a dedicated staff member. However, staff do not implement oral-hygiene routines consistently, as support depends on parents and carers providing a toothbrush, so some children miss out, regardless of need.

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Curriculum and teaching Expected standard

Leaders design a distinctive, bilingual curriculum. Staff use Mandarin purposefully throughout the day, in children's play, activities and songs, alongside English, reflecting the setting's identity and drawing families who want a bilingual provision. Leaders sequence learning appropriately, prioritising key areas for younger children before broadening to others, supported by weekly planning time and curriculum overviews. Staff plan activities around children's interests, abilities and stages of development. Leaders make good use of the local area. Children visit the local park to collect natural materials for collages, visit seasonal markets, and draw on a nearby zoo and library to broaden their knowledge of the community.

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Curriculum and teaching Expected standard

Staff build children's vocabulary and mathematical knowledge purposefully, for example through discussing objects at an exploration table and counting in English and Mandarin. They support children's physical and personal development through everyday routines and secure relationships. However, teaching is not always adapted to children's different starting points during group activities, so some children do not always keep up with their peers as well as possible. Staff do not always extend children's responses to deepen their thinking. Where children need more targeted support, leaders identify this through observation and put individualised plans in place, which staff review regularly.

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Inclusion Expected standard

Leaders identify children's needs through careful observation, for example noting how children engage during snack time or transitions. They plan individualised support, put it into practice and review its impact regularly. Leaders use the early years pupil premium purposefully, targeting funding towards small-group activities so disadvantaged children access the same opportunities as peers. Staff meetings give the team time to discuss children's progress, and parents receive regular updates on their children's plans.

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Inclusion Expected standard

Children with special educational needs and/or disabilities receive individualised support plans, informed by strategies such as extra processing time, modelling and support to name and manage emotions. Leaders review these regularly, adjusting strategies as needs change. Children who receive this support show clear progress in their confidence, relationships and ability to manage transitions, for example moving calmly between activities with visual prompts. Children who speak English as an additional language benefit from staff drawing on their home languages to support their sense of belonging. As a result, they follow instructions confidently and communicate their everyday needs. For children known, or previously known, to children's social care, leaders prioritise consistency of key person and work closely with social workers. Leaders engage effectively with external agencies, progressing referrals and tracking progress over time.

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Leadership and governance Expected standard

Leaders are relatively new to their roles, having taken on the responsibility within the past year, and are still developing some aspects of practice and beginning to draw on the wider staff team's experience. Leaders typically understand the setting's strengths and take action to address areas for improvement, drawing on external expert advice from the local authority to inform their evaluations. Leaders take decisions in the best interests of children, including those with special educational needs and/or disabilities (SEND) or medical needs, those facing disadvantage and those known, or previously known, to children's social care. Leaders put individualised support plans in place and track these through ongoing review.

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Leadership and governance Expected standard

Leaders manage staff wellbeing and workload through monthly individual meetings and regular team meetings, promoting a culture where staff feel able to raise concerns. However, leaders do not provide a defined way for more experienced staff to feed back and help shape wider decisions. Professional development is generally relevant and has clear impact. Some leaders are currently completing specialist training to strengthen how they support children with SEND, and staff apply training in paediatric first aid, safeguarding and early literacy directly to daily practice. However, professional development does not yet consistently target the specific areas where staff practice is less secure, such as adapting teaching and transitions to children's differing needs and embedding daily routines, including oral hygiene, reliably across the setting. Parents and carers value the open channels of communication and feel genuinely involved as partners in their children's care.

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

Children settle quickly into purposeful play. They explore with real curiosity, unwrapping foil- wrapped objects to discover and name them. They count in English and Mandarin and recall stories in sequence, using picture cues. Children talk confidently to adults and peers, and those facing barriers to their learning build vocabulary and confidence through individual support, such as extra processing time and consistent modelling from familiar adults. Children make marks and write for a purpose, from shopping lists to labels for their models,

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Inspector:

Onam Kumar and use mathematical language to compare size and quantity during play. Outdoors, children develop physical control and balance as they climb, pedal and negotiate space. Children wash their hands, serve their own food and dress themselves, building self-care skills for their next stage of learning.

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Inspector:

Children build positive, caring relationships with one another. They save a seat for a friend, remind each other of forgotten belongings and play cooperatively, sharing resources and taking turns. Children form secure attachments to familiar adults, who notice when they feel anxious or reluctant, and respond with patience and reassurance. Families feel welcomed and included through daily conversations and regular updates, and parents describe staff as approachable and quick to share news. Staff draw on children's home languages, alongside the setting's bilingual provision, to help children feel understood and valued.

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Inspector:

Children feel safe, and staff care for them well. Children seek out trusted adults when unsettled. Secure relationships help children regulate their emotions and re-engage with activities, whether after a fall or during a challenging transition. Staff know children well through the key-person system, so any change in behaviour or mood is noticed and responded to quickly. Children are encouraged to manage risk sensibly, for example when using tools or climbing equipment. Children benefit from regular routines, as staff track attendance and follow up on any absence.

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Next steps

Leaders should monitor staff's practice closely to ensure teaching, transitions and daily routines are consistently adapted to children's differing needs. Leaders should support and develop staff further, making use of the wider team's experience to promote consistent best practice and shape high-quality provision.

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About this inspection

The inspector spoke with leaders, staff, special educational needs coordinators, children and parents and carers 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.

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 17:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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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.

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Urgent improvement

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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