Wandsworth Day Nursery and Pre-School

Wandsworth Day Nursery and Pre-School

Unique reference number (URN): 2802478 Address: 2 Knightley Walk, London, SW18 1GZ Type: Childcare on non-domestic premises Registered with Ofsted: 24/07/2024 Registers: EYR Registered person: Dicky Birds Pre School 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 Strong standard

The nurturing and reassuring environment allows children to take their time when experiencing new situations. Staff are attentive to each child's individual needs, offering gentle encouragement and support as children explore unfamiliar experiences and build confidence in themselves.

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Achievement Strong standard

Children develop a strong sense of belonging and make lots of progress because of their experiences at the setting. This includes children with special educational needs and/or disabilities and those who may face additional barriers to their learning or wellbeing.

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Achievement Strong standard

Children flourish and develop the knowledge they need to move successfully into their next stage of learning. They become confident learners who are very well prepared for transitions at the nursery, including moving on to school.

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Achievement Strong standard

Children thrive in the language-rich environment and confidently engage in conversations with adults and their peers. Staff consistently model and extend children's language, encouraging them to express their thoughts, ideas and experiences clearly. As a result, children develop a broad vocabulary and communicate with increasing confidence and clarity.

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Achievement Strong standard

Children are supported to become increasingly independent through daily routines and meaningful experiences. Staff provide plenty of opportunities for children to take responsibility for themselves and their environment, helping them to build confidence and self-help skills. For example, toddlers are taught how to put their shoes and socks on, encouraging them to persevere and begin to manage everyday tasks independently.

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Behaviour, attitudes and establishing routines Strong standard

Children receive plenty of praise and display positive attitudes to learning. They are eager to try new things with staff providing guidance when needed. Staff are gentle and patient, and children's behaviour is excellent. Children approach their learning with enthusiasm and are keen to take on new challenges. Staff recognise children's efforts and celebrate their achievements, helping them to develop a positive sense of themselves as learners. Children are given time to explore and solve problems independently. For instance, babies practise their walking skills and smile showing great pride when they successfully take their first steps across the room.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children to become familiar and comfortable with the daily routines. Leaders promote a positive environment where everyone treats one another with kindness and respect. Children have established warm and trusting relationships with their key person and show good manners. They respond positively to the clear expectations that are consistently reinforced throughout the setting. They have developed positive friendships with their peers and show kindness, care and consideration towards one another. Leaders work effectively with families to ensure that they understand the importance of regular attendance. They support families to ensure that children benefit from their time at the setting.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and emotional wellbeing are at the centre of all aspects of the setting, ensuring that children feel safe, secure and supported. Advice from parents and carers on how best to support their child's individual needs is highly valued and helps staff to provide consistent and personalised care.

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Children's welfare and wellbeing Strong standard

Staff consistently follow safe-sleep practices and remain present to monitor children while they nap. Children are supported to settle and develop positive sleep routines, helping them to fall asleep feeling safe, secure and comfortable. Children build their understanding of healthy lifestyles through everyday experiences. For example, children take part in lots of cooking activities with the chef and explore a variety of foods. They learn to understand which choices support a healthy body.

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Children's welfare and wellbeing Strong standard

Ongoing interactions with children are excellent and contribute to their emotional wellbeing. Staff are caring, respectful and responsive to the individual needs of every child, including those with special educational needs and/or disabilities. They protect children's dignity and privacy during personal-care routines and respond thoughtfully to their cues and emotions. The warm, responsive relationships staff build with children help them to feel secure, understood and emotionally supported.

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Children's welfare and wellbeing Strong standard

Dietary needs and allergies are carefully managed by leaders and staff. Allergies are clearly on show in the kitchen and all nursery rooms, ensuring that everyone is aware of every child's dietary needs. Children choose the weekly menu and help cook. This helps them to understand the importance of eating fresh fruit and vegetables and having a healthy balanced diet.

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Curriculum and teaching Strong standard

Leaders ensure that learning opportunities are engaging and enjoyable, encouraging children to explore, discover and develop their curiosity. High-quality teaching places a strong emphasis on learning in the natural environment. Children enjoy spending time outside in all weather conditions, where they develop practical skills, such as growing herbs and using food scraps to create their own compost. The curriculum is thoughtfully adapted to ensure that children with special educational needs and/or disabilities are fully included and able to participate in learning experiences.

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Curriculum and teaching Strong standard

Staff encourage children to explore creative ways of painting by rolling toy cars through paint and down ramps onto paper. This supports children to experiment with movement, patterns and colour while developing their creativity and coordination.

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Curriculum and teaching Strong standard

Singing time is thoroughly enjoyed by all the children and supports language and early- communication skills. Babies happily bounce and move to the rhythms and beats as they wave scarves in the air. These valuable learning experiences help children develop the knowledge, skills and confidence they need for the next stage of their education. Staff interweave mathematical concepts effectively throughout everyday activities. For example, children confidently count and sort fruits in sizes to make healthy smoothies and compare quantities to identify who has the most and least. These practical experiences help children build their knowledge of number, quantity and comparison, which they use naturally during play and everyday routines.

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Inclusion Strong standard

Children's individual needs are identified and addressed quickly. Leaders create a highly inclusive environment, where staff are trained in supporting children with special educational needs and/or disabilities. This strong partnership ensures that parents feel informed and involved in their child's learning. It provides opportunities for them to share their knowledge and work closely with staff to support their child's progress and wellbeing.

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Inclusion Strong standard

Staff are highly skilled and experienced in interacting with the children. They know child development well and carry out assessments to monitor children's progress, such as the checks at 2- and 3-year-old. This helps identify gaps early in their development and create manageable steps for the children to achieve.

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Inclusion Strong standard

Children explore and learn safely as staff adapt the environment to ensure that all materials are organised at the right height to access independently. Staff use strategies such as pictures on lanyards and visual timetables throughout the day. This helps all children know what to expect next and supports their communication and language skills.

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Leadership and governance Strong standard

Leaders' value the staff team's efforts and the important contributions they make. As a result, staff are committed to ensuring that every child receives the support and opportunities they need to thrive.

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Leadership and governance Strong standard

Staff feel well supported by leaders and appreciate the guidance they receive in their roles. They are encouraged to extend their knowledge and skills through relevant professional development opportunities. Leaders promote a culture of reflection, giving staff time to consider their practice, celebrate what works well and identify areas where further development would enhance the quality of provision.

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Leadership and governance Strong standard

Leaders are committed to providing consistently high-quality teaching that captures children's interests and supports their individual learning. They regularly review the quality of provision to ensure that practice remains effective and identify where changes or improvements may be beneficial. Leaders provide staff with relevant training, ensuring that they are well equipped to meet children's changing needs and support them effectively.

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Leadership and governance Strong standard

Leaders place children's needs, interests and experiences at the heart of their decision- making. They carefully consider how changes to the environment can enhance children's learning and development. For example, when redesigning the garden, leaders have considered the different ways children learn and are creating spaces that encourage exploration and discovery. They are also developing areas specifically to support babies' physical development, providing opportunities for them to move, climb and strengthen their emerging physical skills. Leaders work collaboratively with other agencies and build strong partnerships to identify and respond to children's individual needs. This reduces barriers to learning and helps children receive consistent and effective support.

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

Children are eager to begin their day at this warm and welcoming setting. They meet their key workers with beaming smiles and are happy to come to nursery. Children are greeted warmly and shown kindness by enthusiastic and caring staff. This helps them feel valued and safe and, as a result, children separate from their parents with ease and quickly join in with the learning activities.

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

As children attend regularly, they become familiar with the daily routines and build secure relationships. Children are kind and considerate and share the play equipment with one another and show respect for others.

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

Children have built strong bonds with their key workers who care for them. They know they can turn to them for comfort, encouragement and support when needed. Children are eager to communicate their thoughts, interests and experiences, often inviting adults to take part in their play. These secure relationships help children to feel, understood and confident that their individual needs will be listened to and met. Children progress rapidly from their individual starting points as staff use children's interests within a well-planned curriculum. This helps develop new skills and, as a result, meaningful progress is made across all areas of learning.

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

Children chose freely from the wide range of activities on offer. For example, they use all their senses to create potions using fresh flowers, herbs and spices. They enjoy gathering their own water and learn when a container is full up and heavy to carry. Children thoroughly enjoy exploring the different resources on offer. They focus for long periods of time as they learn to cut using knives and use a range of apparatus. They explore the colours, smells and textures they create and are proud of their achievements.

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

Children consistently develop independence. They blow their own noses and wash hands without needing to be reminded. Children excitedly run and jump during parachute games, helping to develop their physical skills.

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

Children enjoy exploring books and listening to stories. They snuggle up with familiar adults and become deeply engaged, as they maintain their attention for extended periods. Children confidently join in with familiar stories, showing that they know the story well. For example,

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Dicky Birds Pre School Nurseries Limited stories featuring vegetable superheroes enable children to develop an understanding of healthy eating and to explore and try a wider range of foods.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on enriching the curriculum around healthy lifestyles, creating a transformational impact on the outcomes and experiences of any disadvantaged children, those with special educational needs and/or disabilities, those known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing they may care for in the future.

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About this inspection

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

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About this inspection

Leaders foster positive and respectful relationships with parents and professionals, ensuring that information is shared effectively and everyone works together to support children. This collaborative approach helps to promote children's emotional wellbeing and strengthens their learning and development. Register(s): EYR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:30 - 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.

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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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