Pony & Panda at Wimbledon

Pony & Panda at Wimbledon
Unique reference number (URN): 2793495
Address: Christ The King Catholic Church, 9 Crescent Gardens, London, SW19 8AJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 11/07/2024
Registers: EYR
Registered person: Pony & Panda Bilingual Education Ltd
Inspection report: 10 June 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
Children develop the skills and knowledge they need for future learning and school
readiness. Children make progress in their language, communication and personal, social
and emotional development. They speak in Mandarin, English and their home language.
Children achieve well by engaging with visual gestures and cues, such as signing. This
helps children express themselves to peers and adults. As a result, they can access the
curriculum.
Children express how they are feeling and begin to recognise different emotions. Older
children manage routines without help. They pour their own cereal, tidy up resources and
place their coats on their pegs. They are confident in their play choices and when talking to
staff and other children. Older children focus their attention well. They listen to others and
respond. Children enjoy participating in talk and play. Generally, children are prepared well
for the next stages in their learning and development.
Behaviour, attitudes and establishing routines Expected standard
Leaders focus on positive behaviour and attitudes. They create an inclusive culture and set
up routines that benefit all children. Children are familiar with key routines, such as
mealtimes and nap time. Children typically transition well from one activity to the next. Staff
show children real objects that represent what is coming next in their routine. Children know
that when they hear the piano playing, they must sit down ready for song time. When
younger children and babies catch sight of their bibs, they know that mealtime is on its way.
These cues enable children to move smoothly to the next part of their routine. Children
respond well to the praise that adults provide. Staff use specific praise to celebrate
children's successful achievements, for example, 'Well done, for washing your hands with
great care,' and, 'Your hands will be nice and clean.'
Leaders have clear expectations of behaviour. Staff remind children of the expectations
through gentle reminders and by modelling the behaviour that they would like to see. They
get down to the level of children and talk to them about making positive choices in their
learning. As a result, children form positive attitudes and treat each other with kindness.
Leaders track children's attendance and follow up to ensure that all children are safe. They
partner with parents to help create healthy attendance patterns.
Children's welfare and wellbeing Expected standard
Leaders have built an inclusive nursery that meets all children's wellbeing needs. Children
who speak English as an additional language join the setting and make progress in all areas
of learning.
Leaders create a thoughtful and responsive settling-in process to ensure that children and
families transition into the setting with success. Leaders get important information from
families when settling in. This helps them ensure that everything is in place to support

continuity of care. Key persons establish warm and positive relationships with babies and
children. Consequently, babies and children form secure attachments and are well cared for.
Parents say the setting is 'attentive to their child's needs'. They also receive 'personalised
feedback' on their child's learning and development.
Leaders help children understand how to maintain physical health. Staff plan opportunities
for children to experience a healthy diet. Children take part in various cooking and sensory
activities. These experiences introduce them to many healthy foods. Leaders create a
nurturing environment. They give regard to routines for babies' sleeping, eating and feeding.
For example, sleep routines are responsive to each child. Children nap when they are ready
to.
Older children wash their hands on their own. They select their breakfast and pour their
cereal and milk. They tidy away their bowls and spoons after they have finished. Younger
children do not yet have consistent opportunities to practise their self-care skills as
independently as they could. This is because staff occasionally do too much for them and do
not consistently encourage independence.
Curriculum and teaching Expected standard
Leaders plan and sequence the curriculum with careful consideration of what children
already know, can do and what their interests are. Children gain knowledge and skills that
they need to achieve and thrive. Leaders regularly monitor the impact of their curriculum by
observing and assessing children's learning and development. Leaders have created an
inclusive curriculum. Children can access their own resources as they wish and are free to
be creative and imaginative. Adaptations ensure that all children are included. Staff use
visual sequences of a caterpillar's life cycle. This helps children understand what happens
next. They use real objects to create sensory experiences. This helps children understand
the world around them.
Younger children enjoy exploring herbs and vegetables, such as basil and spinach. They
discover that they smell, look and taste differently and yet they share the same colour.
Younger children generally enjoy these experiences but become slightly unfocused and
disinterested sitting at the table. Leaders and staff do not yet consistently plan opportunities
for younger children to develop their core strength and coordination. As a result, younger
children's concentration levels and focus varies. Older children enjoy learning about the
importance of bees and explore essential texts that enhance their understanding. They learn
key words such as 'pollination', 'pupa' and 'larvae'. Clear teaching of mathematics occurs for
all age ranges. Children uncover dinosaurs in the sand tray with excitement. Staff skilfully
teach older children that the last number they reach when counting the dinosaurs shows
how many there are in total.
Children have autonomy over the curriculum. Children create their own 'restaurant' and use
menus to fuel their imagination and role play. Most children are persistent in completing
activities that interest them. They use their imagination to create a variety of healthy meals
in their restaurant. They use vocabulary and expand their knowledge of a range of food and
its preparation.

Inclusion Expected standard
Leaders have high expectations for every child. This includes those with special educational
needs and/or disabilities (SEND) or those who have other barriers to their learning and
development. Leaders confidently discuss how they would support children facing learning
barriers. They understand the importance of accurate assessment of children's needs. They
assess children's learning on a regular basis and identify next steps that are appropriate for
their age and stage of development. Those responsible for SEND have participated in
relevant training. They share their knowledge and skills with staff through training, coaching
and guidance. Staff feel confident and equipped to support children, through structured
teaching and adaptations.
Leaders collaborate with parents and other professionals to achieve positive outcomes.
They ensure that children's and parents' views are included in decision-making about
support for children. The setting holds regular parenting events to talk about children's
learning and development.
Leadership and governance Expected standard
Leaders know staff, children and families well. Leaders know the strengths and weaknesses
of the setting. Recently, they improved the curriculum, and these changes are now taking
root. They are positively affecting children's outcomes. Leaders are rightly focused on
building the staff team. Leaders are building a culture of ongoing improvement. They have
implemented a cycle of training, supervision and observations to enhance staff practice
effectively. Leaders offer staff opportunities to develop their existing knowledge and skills.
This happens through mandatory training and specific development programmes. Leaders
consider the workload and wellbeing of their staff. They ask staff about their wellbeing during
supervisions on a regular basis. Staff report that their wellbeing is a priority for leaders.
Those responsible for governance are knowledgeable about their statutory duties and carry
them out effectively. They meet regularly with leaders and are gaining a clear understanding
of what works well and what needs improvement for further development.
There is thoughtful and positive engagement with parents. Parents are actively involved and
make positive contributions to their child's development. They partner with the setting and
get help and advice to support their child's learning and development at home. The setting
helps parents prepare children for transitions and important milestones, such as toileting
and transitioning to school. Parents describe the quality of care as 'attentive', 'personalised'
and 'nurturing'.

What it's like to be a child at this setting
Children begin their day with excitement, welcomed by the bright smiles of friendly staff.
Children demonstrate their feelings of safety, emotional security and happiness. They form
positive relationships with staff, who nurture and guide them. Children are confident
communicators. They share stories, sing songs and learn vocabulary that builds on what
they already know. Language is developed well in this bilingual setting. All families and
languages are welcome and valued.
Children behave well. They learn to take turns and are kind to others throughout the day.
Leaders promote children's regular attendance. They forge effective partnerships with
parents and carers. They help children and their families understand the importance of
regular attendance. Children take part in regular trips to the local area and park. They
delight in nature and explore the world around them. Children enjoy collecting sticks, leaves
and other natural treasures. They add these finds to their mud kitchen. This gives them a
sense of autonomy and a feeling of belonging. They get to know various natural materials.
They build confidence by handling terracotta clay and exploring honeycomb. Children
engage in play and show enthusiasm as they try new things in all areas of learning. Children
typically achieve well from their starting points. Younger children relish sensory experiences
that aid their overall development. Older children become more independent. They can
handle tasks such as grating vegetables to make healthy muffins.
Children with special educational needs and/or disabilities or learning barriers receive
focused support. Children get one-to-one support to explore sea animals. Staff use visuals,
sounds and hands-on resources. Children gain key knowledge and skills. Children leave
ready for the next stage of their learning.
Next steps
Leaders should strengthen opportunities for younger children, including babies, to
develop their self-care and independence skills more consistently, during key routines.
Leaders and staff should increase learning and development opportunities for younger
children to further develop their core strength.
Leaders should ensure that high-quality interactions are consistent across the entire
provision.
About this inspection
The inspector spoke with leaders, staff, children 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

Inspector:
Annette Elstob
About this setting
Unique reference number (URN): 2793495
Address:
Christ The King Catholic Church
9 Crescent Gardens
London
SW19 8AJ
Type: Childcare on non-domestic premises
Registration date: 11/07/2024
Registered person: Pony & Panda Bilingual Education Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Merton
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 June 2026
Children numbers
Age range of children at the time of inspection
1 to 4
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
25
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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