Petite Ambassadors Day Nursery Ltd

Petite Ambassadors Day Nursery Ltd
Unique reference number (URN): 2791003
Address: Tooting Leisure Centre, Greaves Place, London, SW17 0NE
Type: Childcare on non-domestic premises
Registered with Ofsted: 31/05/2024
Registers: EYR
Registered person: Petite Ambassadors Day Nursery Ltd
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
Behaviour, attitudes and establishing routines Expected standard
Children behave well. They sit for welcome time, listen to stories and follow the actions
modelled by staff as they dance to familiar songs. There are clear routines in place and staff
have high expectations for children's behaviour. For example, in reminding children of the
importance of holding hands and staying together as they transition in and out of the
building. Children approach activities with excitement and show they are eager to learn and
join in. They enjoy the responsibilities of carrying out small tasks as they become 'mini chefs'
and help to bring the lunch to the table for their friends to share.
Children with special educational needs and/or disabilities are fully encouraged by staff and
show they understand staff's expectations for their behaviour. Staff continue to develop even
more consistent strategies to support children even further going forward. Staff know
children well and are aware of children's likes and dislikes which supports children well in
being able to regulate their emotions.
Leaders promote the importance of attendance to parents and show vigilance in following up
on any absences.
Children's welfare and wellbeing Expected standard
Children show excitement as they greet staff in the morning. Staff ask them how they are
feeling and children enjoy placing their photos on the emotions registration board. During
'welcome time' staff check in on children exploring why they may be feeling happy or sad
that day so they can fully support them during their time at the setting.
Children know the routines in place set by leaders and enjoy helping themselves to the
cereals on offer at breakfast time. They enjoy the independence of helping themselves to
water and in using the toilet and washing and drying their hands. Staff model how to use
cutlery correctly and encourage children to taste a variety of different foods of different
textures. Children show willing to try different healthy foods because of the encouragement
and praise they receive from staff. Children with special educational needs and/or
disabilities show marked progress within the area of self-care.
Children are consistently reminded of how to keep themselves safe and understand the
importance of hygiene practices. For example, they enjoy practising the up and down and
side to side movements as they brush Dolly's teeth. Staff do talk to children about the
importance of manners, and they do sit with children during mealtimes, making this a social
occasion. Staff generally support children's understanding of healthy eating during meal time
discussions'.
Inclusion Expected standard
Leaders know children well and through careful observations, support children's individual
learning and development needs appropriately. Personalised plans, written in conjunction

Needs attention
with external professionals and parents ensures children with special educational needs
and/or disabilities make expected progress. Early identification of needs and timely referrals
is a strength of the setting. Visual timetables support all children to be able to join in and
follow the routines of the day and feel fully included. Ensuring consistent use of these
timetables by all staff would support children even further.
The setting makes effective use of funding to ensure children from disadvantaged
backgrounds are fully supported. Leaders offer staff ongoing support to ensure they are able
to extend and enhance the different activities on offer in line with individual children's needs.
Parents are fully involved in their children's learning and are given many ideas to help at
home to practise and build upon learning that is taking place at the setting. The special
educational needs coordinator is experienced. She uses her skills to set targets for children
that are age- appropriate and achievable and continually reviewed. She identifies the need
to continue to empower staff to ensure there is always consistency in practice.
Achievement Needs attention
Staff do not provide enough opportunities for children to use the words they are learning and
practice their speech. Some staff do not model language well enough to fully support and
extend children's vocabulary as they play. When some staff share stories, they do not
always use questioning effectively enough to check children's understanding of what is
being read. In addition, they do not fully encourage children to join in with repeated phrases.
This results, in children quickly losing interest in storytime sessions.
Children show they are confident and independent. Children show increasing skills in putting
their shoes and coats on by themselves and in using tongs to serve themselves during
mealtimes. This prepares them well for their next stages in development including starting
school. They show clear development of skills as they complete puzzles and recite numbers
and name the different sea creatures in the water tray. Children demonstrate their increased
confidence in their physical skills as they climb, run and mark make.
Curriculum and teaching Needs attention
Although teaching is generally effective, there is inconsistency in how well children are being
supported by staff as they engage in their chosen play. Some staff are not always clear of
how to challenge children as they play. In particular, when supporting them to fully thrive and
develop within the area of communication and language. Not all staff fully understand the
learning intentions behind the activities and therefore are not able to offer children further
challenge.
Leaders are at the early stage of supporting staff to talk to children about what they can see
and hear whilst out on walks, and how to use children's chosen words and model the
language back to them in full sentences. Staff praise children but do not always use the

language to model to children what they are actually proud of or ask questions to engage
children in two-way conversations.
Leaders ensure that the activities on offer are both exciting and interesting and accessible
for all, to include children with special educational needs and/or disabilities. They are
planned with clear learning intentions and cover all areas of the foundation stage curriculum.
Children enjoy doing puzzles, manipulating playdough and drawing circles and lines in sand
and on whiteboards. This supports them to develop their small- muscle skills.
Leaders are aware of how best to continue to support staff but recognise this is an area that
needs to be further developed.
Leadership and governance Needs attention
Leaders are generally clear on what they want children to know and do, and they carefully
plan activities to support children's learning in line with the foundation stage curriculum.
Leaders are however at the early stages of supporting the staff team to fully understand the
possible learning intentions behind the planned activities. As a result not all staff are
effectively supporting and challenging children well enough. Although they have
opportunities to engage in training courses to enhance their understanding further modelling
of high-quality practice is needed to empower staff and offer them more strategic
professional support.
The setting values the links they have with their local community, and children get involved
in celebrating a number of cultural festivals throughout the year. Parents are a big part of
their children's learning at the setting, and they are regularly invited in to cook and to play
alongside their children. Parents particularly value the high levels of care and love staff offer
their children and have seen marked progress in their children's independence and social
skills. They know their children's targets and are regularly given advice as to how to support
their children's development further at home.
What it's like to be a child at this setting
While leaders' have taken appropriate action to improve the overall quality of teaching at the
setting there is still more work to do to further improve the quality of children's learning and
development experiences. Staff do not always take every opportunity to support and extend
children as they play, which results in them only maintaining interest in activities for short
periods of time and not being fully challenged to access the planning learning intentions.

Children do, however, show a positive attitude towards the activities on offer. For example,
they enjoy role playing making tea in the home corner and playing with sea creatures in the
water tray.
Children have many opportunities to develop there large- muscle- skills. However, there are
times when staff miss opportunities to fully encourage children to strengthen their physical
skills even further. Staff do not always see and offer children enough support when they are
finding things tricky. This results in children becoming frustrated and often giving up quickly.
Despite this, children do show increasing confidence as they climb stairs, crawl through
tunnels, throw and catch small balls and pull and push larger objects. Their daily trips to the
park provide opportunities to run, jump and climb rope ladders.
Children are happy and well cared for by staff in this home from home environment.
Children show they feel secure and safe and have clear strong bonds with staff. Staff know
children well and offer them high levels of nurture. Staff tailor their teaching to support
children's emotional development. Children are taught to take risks to support them to
problem solve and are constantly reminded of how to keep themselves safe. In particular,
when moving around the building and when out on trips.
Children play happily alongside their friends showing great care for each other. They offer
each other comfort, particularly when someone is upset. They respond immediately when
the bell rings and stop and listen to instructions from adults. They sit for group times and
wait for their turn. Children happily welcome each other to nursery by singing and waving
and placing their pictures on the registration board.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion Date
improve the quality of teaching to a higher standard to
ensure children are always fully supported and
challenged, in particular, within the areas of
communication and language
17/08/2026
leaders to take sharp action to ensure the quality of
teaching on offer by all staff is of a higher standard
17/08/2026
make more effective use of observations and
assessments to ensure children always have
opportunities to achieve even further.
17/08/2026

Inspector:
Penny Harman
About this setting
Unique reference number (URN): 2791003
Address:
Tooting Leisure Centre
Greaves Place
London
SW17 0NE
Type: Childcare on non-domestic premises
Registration date: 31/05/2024
Registered person: Petite Ambassadors Day Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
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 15 May 2026
Children numbers
About this inspection
The inspector spoke with leaders, practitioners and the SENCo and parents 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.

Age range of children at the time of inspection
1 to 3
Total number of places
17
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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