Bubbly Day Nursery Limited

Bubbly Day Nursery Limited
Unique reference number (URN): 2792274
Address: Manor Methodist Church, 40 Galleywall Road, London, Southwark, SE16 3PB
Type: Childcare on non-domestic premises
Registered with Ofsted: 21/06/2024
Registers: EYR
Registered person: Bubbly Day Nursery Limited
Inspection report: 15 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
All children, including those with special educational needs and/or disabilities, achieve well
from their starting points and are well prepared for the next stage of their education. They
make independent choices in their play and confidently serve themselves snacks, food and
drinks. This helps them to develop important life skills. For example, older children work
alongside staff to make dough, mixing, stirring and pouring ingredients to achieve the
correct consistency.
Children generally develop speech and language skills appropriate for their age. They recall
the rules in the setting, invite staff into their play and use key vocabulary, such as 'digging,
soft' and 'squishy while searching for minibeasts. Singing is a popular activity in this setting.
In addition to transition songs, children independently choose and sing a variety of well-
known nursery rhymes, sometimes even during free play. This further supports their speech
and language development.
Older children demonstrate positive self-care skills. They use tissues, wash their hands, and
go to the toilet with minimal adult support. Children understand the importance of looking
after themselves to avoid germs.
Behaviour, attitudes and establishing routines Expected standard
Leaders monitor children's attendance and punctuality effectively for all children. They
maintain accurate records and follow up promptly to ensure children's safety. Where barriers
to attendance are identified, leaders work closely with families to provide support. For
example, staff offer flexible sessions and start times to help parents and carers to manage
work commitments.
Children typically understand the expectations for their behaviour. Staff use a range of
positive approaches and techniques if children become distracted or do not follow
instructions. For example, children receive praise when they tidy up after themselves. Staff
support children when they need reminders about what to do to help keep the setting tidy
and safe.
Parents speak positively about the nursery. They comment on the progress their children
have made and the nurturing relationships between staff and children. These relationships
are a key strength of the setting. This contributes to children feeling safe and a deep sense
of belonging.
Children develop secure friendships at the nursery. They sit together calmly and are
supported to play cooperatively, take turns and listen to one another. Leaders and staff
establish simple and predictable routines to help all children to understand what is expected
of them.

Children's welfare and wellbeing Expected standard
All staff at the setting support children's emotional wellbeing effectively. They create a
positive and harmonious environment, where children feel a sense of belonging. This
enables children to thrive and achieve well. As a result, children typically regulate their
feelings well and enjoy attending the setting.
Leaders and staff ensure children develop a clear understanding of how to recognise and
regulate their emotions. When minor disagreements occur, children receive sensitive
support to resolve them. Older children have small and meaningful responsibilities that
empower their learning and promote emotional growth and development over time.
Staff consistently promote healthy food and drink choices throughout the day. Children learn
the importance of making healthy choices, including practising positive self-care routines,
such as washing their hands after using the toilet to prevent the spread of germs.
Staff also promote effective toothbrushing routines and sleep routines for those children that
need them. They ensure that safer sleeping and eating guidance is adhered to. Leaders and
staff make sure children have access to daily outdoor play. While leaders are still developing
a dedicated outdoor area for gross motor play, the setting makes effective use of the
adjacent park. They risk assess this space appropriately. Staff use daily visits to provide
regular opportunities for children to develop their gross motor skills through outdoor
activities.
Curriculum and teaching Expected standard
Leaders design a thoughtful and intentional curriculum. It includes a balance of adult-
directed activities and open-ended free play, allowing children to guide their own learning.
Planning is typically informed by what children need to learn next. Leaders understand how
to use assessment to shape the curriculum so that staff teach children their appropriate next
steps in learning.
Promoting children's independence is a key strength at this nursery. All children, including
those with special educational needs and/or disabilities, mix their own dough, read their own
stories and select their own resources and toys. Staff skilfully support transitions through
familiar and well-loved songs. They use songs for washing hands, mixing, tidying and
toileting to help children understand expectations and routines, while also generally
developing their communication and language skills.
Staff plan carpet sessions to extend child-led learning. During these sessions, they prioritise
stories, songs, rhymes and mathematics, which they typically teach well. However, on some
occasions, staff do not consider the sequence of skills they need to teach children early
literacy. For example, they incorrectly introduce letter names while referencing phonetic
sounds, when children are not at the stage of this development. For example, staff say 'A'
for apple. This risks confusing children, particularly those who speak English as an
additional language, when they start Reception class and begin a structured phonics
programme.

Staff generally use effective strategies, such as asking open-ended questions and narrating
children's play. They model key vocabulary, such as 'pat' during sand play or 'higher' during
bubble play. Children then use this vocabulary in their free play. However, at times, staff ask
too many questions and narrate continuously without allowing children time to think and
respond. As a result, their assessments of what children need to learn next are not always
as precise as they could be.
Inclusion Expected standard
Leaders use additional funding, including early years pupil premium, to reduce barriers for
children. For example, they use funding to support children's experiences in the community,
sensory resources and practical help, such as a washing machine and spare clothes. This
helps families in the local community and reduces barriers to children's learning
experiences. Consequently, disadvantaged children generally take part in daily experiences
and routines alongside the other children.
Leaders, the special educational needs and/or disabilities coordinators and staff identify
children's needs early. They gather information from parents and carers and complete
baseline assessments. They are familiar with the agreed approach to support children with
special educational needs and/or disabilities. Staff assess children, plan activities, carry out
meaningful play-based activities and review their next steps. Leaders have effective links
with the local authority and liaise actively with them.
Leaders typically reduce barriers for children who speak English as an additional language.
Staff speak to parents and carers, use translations or seek support from those who speak a
similar language to gather information. Staff model some key words and phrases. However,
on occasion, staff use simplified language, rather than the correct terminology with the
children in the setting. This has an impact on the accuracy of what they are teaching and
modelling. It also means children do not hear the correct pronunciation of words, to extend
their vocabularies.
Leadership and governance Expected standard
Leaders have a clear and accurate understanding of their setting. Since opening, they have
made several improvements and adjustments. These include strengthening staff recruitment
processes, ensuring robust referencing and developing the outdoor area. This ensures that
gross motor play is accessible and supported for all children. Leaders have generally
prioritised staff training so that every member of the team understands how to carry out their
roles effectively.
Leaders consistently make decisions that are in the best interests of the children. They
conduct regular supervision sessions with staff. The outcomes feed directly into the setting's
development plan. This drives further improvement.
Leaders use additional funding thoughtfully to reduce barriers to children's learning. This
enhances opportunities for families and children, and promotes their overall wellbeing and
development. For example, staff have recently benefited from safeguarding training and
training on positive interactions. Regular discussions take place around staff's wellbeing and
to reduce barriers to learning for all children.

Although progress is evident, some improvements are not yet fully embedded or complete in
the setting. For example, further development is needed in the garden area. Temporary
adaptations have been made, such as extra staffing and daily park visits. However, children
are not able to freely access outdoor spaces to extend their larger physical skills.
What it's like to be a child at this setting
Children arrive at the setting happy and settled, and ready to start their day. They are
warmly welcomed by staff, who are attuned to their individual needs. Children's day begins
with free-choice activities, allowing them to work alongside their key persons. They explore
areas, such as construction and reading, as well as engage in colouring and drawing.
During this time, children excitedly share news from the previous evening. Staff support
these interactions by asking insightful and open-ended questions.
Children benefit from a wide range of open-ended activities and resources. They enjoy
regular outdoor play at the front of the nursery and daily access to the small park attached to
the setting. Children take part in activities, such as digging for minibeasts, playing with water
and sand, drawing spots on ladybirds and counting and discussing numbers.
Children are actively involved in making choices about their learning. For example, during
story time, they request to read the story of 'We're Going on a Bear Hunt' themselves while
staff turn the pages. Children join in with the familiar repeated phrases. They share
moments of laughter and excitement as the story unfolds towards finding the bear.
Children form warm and positive relationships with leaders and staff. An effective key-person
system ensures that parents and carers can share important information, helping staff place
children's wellbeing at the centre of their practice. All children feel safe. Simple and
predictable routines support their learning and development. Children, including those with
special educational needs and/or disabilities, make progress through carefully planned
activities and staff's interactions during their free play.
Next steps
Leaders should ensure that staff understand when to intervene, comment, narrate play
and when to step back, to develop a clear understanding of what children are able to do
independently.

Inspector:
Gareth Cotterell
About this setting
Unique reference number (URN): 2792274
Address:
Manor Methodist Church
40 Galleywall Road
London
Southwark
SE16 3PB
Type: Childcare on non-domestic premises
Registration date: 21/06/2024
Registered person: Bubbly Day Nursery Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30
Local authority: Southwark
Leaders should continue to enhance children's outside play to ensure children have the
space and age-appropriate equipment to develop their gross motor skills.
Leaders should support staff to extend children's language skills, such as by using the
correct terminology and appropriate language, during the day rather than simplified
language.
About this inspection
The inspector spoke with leaders, staff, parents and carers and children during the
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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 15 May 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
35
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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