Monkey Puzzle Day Nursery Battersea

Monkey Puzzle Day Nursery Battersea
Unique reference number (URN): EY560540
Address: 115 Battersea High Street, London, Surrey, SW11 3HS
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/05/2018
Registers: EYR
Registered person: Peter Dixon Limited
Inspection report: 14 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
Achievement Expected standard
Staff support all children to make progress from their starting points. Children with special
educational needs and/or disabilities (SEND) benefit from the additional support in place to
support them. This helps them to build on their knowledge and skills and prepare them for
future learning and their subsequent move to school.
All children receive encouragement to be independent and try new things for themselves.
For example, children who are not keen to get their hands dirty are encouraged to extend
their sensory skills as they play with water, soil, shaving foam and cornflour. They use their
hands and a range of tools to increase their small muscle movements and accuracy as they
transfer between containers.
Children show resilience as they build towers and watch them fall. They are disappointed
but show their determination as they start again. Older children write their names and
proudly show staff their achievements. Generally children receive encouragement to
express their views and talk about the stories they share. Children in toddler room would
benefit further from being given time to think and respond to questions to increase their
communication skills.
Behaviour, attitudes and establishing routines Expected standard
Key-person arrangements support children to build positive relationships and develop their
emotional security. Staff teach children about different emotions and help them to
understand how their behaviour can affect others. They regularly use praise and
encouragement and use positive manners. Children receive gentle reminders when needed
to help them learn to share and take turns. Staff give additional support to children with
special educational needs and/or disabilities (SEND) to help their behaviour and to regulate
their feelings when needed. Staff show respect to children during toileting routines and ask
babies about changing their nappies.
Children know the daily routines well and know what is expected of them. Staff give children
reminders about what is happening now and next which helps them to stay focused.
Children concentrate well and show a positive attitude to their learning. They enjoy
participating in activities with their peers and learn to share resources and take turns.
Leaders follow up on all children's absences to check on their wellbeing. This helps to
establish important routines for future learning.
Routines are in place for mealtimes in all rooms and staff understand their roles. Despite
this, when plans change, staff expect babies to wait too long for their dessert. This hinders
babies' learning and enjoyment of a social occasion.

Children's welfare and wellbeing Expected standard
Staff and children develop warm and trusting relationships which supports children's
emotional wellbeing. Children generally receive cuddles when needed and staff offer them
reassurance. Staff know children well and are attentive to their changing needs. They
recognise when children are hungry, tired or need some extra support. Staff communicate
well with parents and carers verbally and through the nursery online system. This helps
parents to keep up to date and share any information to support their child's wellbeing.
Children typically follow established hygiene practices and demonstrate their independence
as they wash their hands using soap before mealtimes. Staff have completed training on
safer eating and sleeping. This has strengthened their understanding for the safety of all
children. Staff sit with children during snack and mealtimes and ensure all children are
supervised while eating. Food is prepared appropriately to children's ages and stages of
development to avoid any potential choking hazards. Children are provided with nutritional
meals and learn about the importance of including fruit and vegetables in their diets. Overall,
staff promote physical exercise and activities, such as yoga and dance. This helps children
to strengthen their bodies and support their physical and mental wellbeing. Staff check on
children and monitor them while sleeping to support their safety.
Curriculum and teaching Expected standard
Leaders and staff have improved the quality and delivery of the curriculum for all children,
including those with special educational needs and/or disabilities (SEND), since the last
inspection. Staff understand what they want children to know and learn. They sequence the
curriculum to build on children's previous knowledge and skills. Staff observe children as
they play and track their progress to ensure they are prepared for their future learning.
Staff teach mathematics across the curriculum appropriate to children's ages and stages of
development. Babies enjoy number rhymes and counting as they share stories. Older
children extend their number skills. They learn about weights, shapes and measure during
activities, such as water play, role play and planting vegetables. Children use tools and
resources to extend their fine motor skills. They explore a range of celebrations to promote
different religions, languages and cultures. This supports children to develop an
understanding of others and what makes them unique. Children develop their physical skills
and extend their balance and coordination.
Overall, staff promote children's communication and language well. They spark
conversations, provide commentary, introduce new words, share stories and sing with
children. Staff ask questions but do not consistently give children in toddler room time to
think and answer to help extend their vocabulary further. They do not consistently initiate
back-and-forth interactions with the younger babies to encourage babbling and initial sounds
to support their early language development.
Inclusion Expected standard
Recent changes at the nursery have ensured that a culture of inclusion is being embedded
across the curriculum. Staff have completed training to develop their knowledge and skills in

supporting children with special educational needs and/or disabilities (SEND) and those who
may face barriers to their learning. Staff are completing progress checks for all children
between the ages of 2 and 3 years. They work with leaders to identify children who need
additional help to enable them to catch up with any gaps in their learning. Staff now
complete referrals in a timely manner to gain additional support from other professionals.
They plan children's next steps and complete individual educational plans, and share these
with parents and carers.
Staff have high expectations for all children. They typically tailor their teaching and activities
to ensure all children benefit and continue to learn. Children with SEND and those who need
additional support with their communication and language work in small groups with staff to
extend their vocabulary, pronunciation and social interaction. This generally helps children to
develop their skills and become more confident in communicating with others. Staff use
additional funding to purchase resources to aid learning for children with SEND and have a
positive impact on their progress.
Leadership and governance Expected standard
Leaders have reflected on the practice at the nursery and made significant changes since
the last inspection. They have addressed the previous actions and given safeguarding a
priority. All staff have completed training and fully understand their roles and responsibilities
to safeguard children. Policies and procedures are in place. All staff know what they need to
do if they have any concerns about a child's welfare. Leaders ensure staff are deployed
effectively to maintain ratios. They ensure children are supervised by qualified staff and
those who hold a paediatric first-aid qualification.
Leaders ensure safer recruitment procedures are adhered to. All new members of staff
complete an induction and ongoing supervision sessions. Staff can share any concerns and
discuss any areas for continued professional development. Leaders have improved
partnership working with parents and carers and other professionals. Parents state they are
happy with the service provided. They comment staff keep them updated on their children's
next steps and ideas to continue learning at home.
Leaders support staff wellbeing and put plans in place for non-contact time with children to
help staff manage their workloads. However, this is currently not working effectively in the
baby room. Staff state they need more help to manage their workloads, to support them with
the additional babies to fully meet all their needs.

What it's like to be a child at this setting
Children arrive happy to attend this welcoming nursery. They are greeted by friendly staff
and settle quickly into their rooms to start the day. An effective key-person system is in
place. This helps children to build deep attachments and feel safe and secure. Staff
encourage parents and carers to share any updates with them. This enables staff to fully
support children's wellbeing.
Staff have high expectations for all children, including those with special educational needs
and/or disabilities. They plan a curriculum to meet all children's needs. Children receive
encouragement to become independent. They demonstrate their skills as they take off their
coats, feed themselves and attend to their toileting needs. Babies respond well to being
encouraged to take steps as they learn to walk, shake musical instruments and turn pages
in books.
Children receive support to engage in a wide range of activities. They use resources to
support their learning across the curriculum areas. For example, older children learn about
the importance of oral health and limiting sugar in their diets. They talk with staff about visits
to the dentist and practise cleaning models of teeth. Younger children develop their fine
motor skills as they pour water between containers and use tools to dig in the sand. Babies
feel different textures in sensory play activities and extend their physical skills as they use
the steps and slide. Older children balance on blocks and work together to use the rockers.
This supports children to develop their balance and coordination.
Children develop a love for books and early reading. They independently choose books to
share with staff and enjoy taking books home. Staff adapt their teaching to children's ages
and stages as they talk about the pictures with babies. They encourage toddlers to join in
with repetitive text and ask older children questions to extend their thinking skills.
Next steps
Leaders should support staff to strengthen children's communication and language, in
particularly toddlers and babies, by giving them time to answer questions and promoting
back-and-forth interactions.
Leaders should ensure routines are managed effectively to ensure babies continue to
learn and enjoy social occasions at mealtimes.
Leaders should provide additional support to enable staff in the baby room to manage
their workloads effectively.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, parents
and carers and children during the inspection.

Inspector:
Helen Craig
About this setting
Unique reference number (URN): EY560540
Address:
115 Battersea High Street
London
Surrey
SW11 3HS
Type: Childcare on non-domestic premises
Registration date: 30/05/2018
Registered person: Peter Dixon Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Wandsworth
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 14 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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.

Total number of places
75
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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