Woodlands Nurseries - Waterfall House

Woodlands Nurseries - Waterfall House
Unique reference number (URN): 2762546
Address: Waterfall House, 223, Tooting High Street, London, SW17 0TD
Type: Childcare on non-domestic premises
Registered with Ofsted: 29/11/2023
Registers: EYR
Registered person: Efwy Educational Services Ltd
Inspection report: 20 February 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.

Strong standard
Children's welfare and wellbeing Strong standard
Leaders take swift action when any concerns are raised. They ensure that procedures are
accurately followed so that risks to children are minimised and their wellbeing is
safeguarded. Leaders prioritise children's welfare and ensure that care practices meet
children's individual needs. Secure and responsive relationships between key persons and
children help children to feel safe and emotionally supported. Staff respond sensitively to
children's cues, offering reassurance, comfort and support when needed.
Staff consistently embed well-structured daily routines that help children to develop healthy
lifestyles. During mealtimes, staff encourage children to use cutlery independently and make
healthy choices. Younger children clearly understand the mealtime routines as they take
turns to pass the plates of food along the table to their friends. Older children serve their
own food and make choices about how much they want to eat. Staff make any adaptations
needed to support children with special educational needs and/or disabilities (SEND).
Consequently, all children's wellbeing is carefully considered. Staff sit with children,
promoting social interactions and ensuring their safety while eating. Regular opportunities
for outdoor play support children's physical development, helping them to build coordination
and confidence.
Staff successfully support children to recognise and manage their emotions through
consistent routines and targeted strategies. For example, they use visual timetables and a
'Now and Next' board to help children to understand what is happening next. Children who
need additional support, including those with SEND, benefit from access to a sensory and
regulating space to manage their feelings and emotions before rejoining activities. As a
result, children feel safe, develop emotional resilience and are supported to thrive in a
nurturing environment.
Inclusion Strong standard
Leaders have established a clear and inclusive culture where children's individual needs are
identified promptly and supported effectively. Robust assessment procedures on entry
enable the early identification of children with special educational needs and/or disabilities
(SEND) and those with emerging needs. Leaders implement a well-embedded approach,
using assessments and ensuring that individual plans are tailored, reviewed and adapted, in
partnership with parents and external professionals, including speech and language
therapists and local authority inclusion advisers.
Leaders and special educational needs coordinators take effective action to reduce barriers
to learning and wellbeing. They ensure that reasonable adjustments, including visual
timetables, targeted communication groups and access to sensory areas and spaces for
regulating feelings, are matched to children's needs. Leaders use their knowledge of child
development to guide staff practice and strengthen support for children with SEND. Staff
training enables practitioners to support children confidently.

Expected standard
Leaders rigorously monitor progress and use precise assessment information to evaluate
the impact of support and adapt strategies promptly. Early years pupil premium funding is
used purposefully to address barriers and improve engagement. Leaders work effectively
with external agencies to support vulnerable children. As a result, children make strong
progress from their starting points over time, showing improved communication,
engagement and independence.
Leadership and governance Strong standard
Leaders demonstrate a clear commitment to ensuring that the statutory requirements of the
early years foundation stage are consistently met and to improving outcomes for children.
They understand the setting's strengths and areas for development and take appropriate
action to bring about improvements. For example, leaders have strengthened support for
children with special educational needs and/or disabilities by developing targeted strategies,
including the use of visual supports and sensory spaces, which help children to engage
more confidently in activities.
Leaders' strategic overview ensures that children's interests are at the forefront, while
supporting staff through targeted supervision arrangements and training. Consequently, staff
understand their roles and responsibilities. Leaders take prompt action when any concerns
arise. Staff's robust understanding of safeguarding procedures ensures that children's
welfare is safeguarded effectively.
Leaders actively monitor the quality of education through regular supervisions and
professional development, such as for communication strategies and managing behaviour.
This action has improved staff's confidence in supporting children's communication and
emotional development, resulting in improved interaction and better engagement for
children.
Leaders organise regular events and outings, including visits to the local library and zoo, to
extend children's learning, strengthen partnerships with parents and support children's
confidence and engagement in new experiences.
Leaders are mindful of staff wellbeing and workload and provide ongoing support through
open communication. They work effectively with external agencies and families to secure
appropriate support for children, particularly those facing barriers to learning. As a result,
leadership is highly effective in maintaining the quality of provision and supporting positive
outcomes for children consistently.
Achievement Expected standard
Children make steady progress from their starting points across the areas of learning. The
curriculum enables children to secure key skills, particularly in communication and
language. Most children develop the knowledge and confidence they need to move on to
their next stage of education.

Children who may be disadvantaged and those with special educational needs and/or
disabilities make progress in their development. They become more confident in
participating in routines and activities, interact more with adults and peers and are
increasingly able to access learning alongside others. Children who start with lower levels of
development show improvement over time, particularly in their communication, engagement
and independence.
Children develop early literacy, mathematical awareness and personal, social and emotional
skills. They begin to recognise numbers, use mathematical language and engage in
counting during play. They listen attentively, follow simple instructions and take turns during
activities.
Behaviour, attitudes and establishing routines Expected standard
Leaders have established a calm and positive environment where expectations for
behaviour are clear and consistently reinforced. Practitioners model respectful interactions
and support children to understand routines and boundaries appropriate to their age and
stage of development. For example, during group times and daily routines, practitioners
encourage children to listen, take turns and respond to simple instructions, helping them
understand expectations.
Children behave well and are developing the ability to share, take turns and cooperate with
their peers. They show positive attitudes to learning, engaging in activities and sustaining
their involvement in play. Secure relationships with staff help children feel safe and
confident, and they respond positively to adult guidance. Children are increasingly able to
manage their feelings and behaviour. Those who need additional support benefit from
strategies such as visual timetables and consistent routines that help them to understand
what is happening next and support smoother transitions.
Routines are well embedded and help children feel secure. Children move confidently
between activities and follow daily routines with increasing independence. Leaders promote
the importance of attendance and punctuality and work with families to support regular
engagement. As a result, children remain engaged in their learning and participate positively
in daily experiences.
Curriculum and teaching Expected standard
Leaders have designed a broad and coherent curriculum that reflects the learning and
development requirements of the early years foundation stage. The curriculum builds
progressively on what children know and can do, ensuring that they gain the knowledge and
skills needed for their next stage of learning. Practitioners demonstrate a secure knowledge
of child development and use this to plan purposeful activities that reflect children's interests
and developmental stages.
Leaders prioritise communication and language across the provision. Practitioners model
vocabulary, engage children in meaningful conversations and use stories, songs and
discussion to extend children's learning. For example, younger children are supported to use
gestures and single words, while older children are encouraged to use longer sentences and
describe their ideas. Practitioners support early mathematical understanding by encouraging

children to count, recognise quantities and use language such as 'more', 'less' and 'full'
during everyday play and routines.
Practitioners adapt teaching appropriately for children with special educational needs and/or
disabilities and those facing other barriers to learning by implementing targeted support.
Leaders monitor the quality of teaching and provide relevant training to strengthen practice.
As a result, teaching supports children to access the curriculum and develop the knowledge
and skills needed for their next stage of learning.
What it's like to be a child at this setting
Children arrive happily and are warmly welcomed by staff who know them well. They settle
quickly and confidently move into activities, demonstrating a sense of belonging. Secure
attachments with their key person help children to feel safe and emotionally supported.
Practitioners are calm and responsive, modelling positive language and encouraging
children to express their thoughts during carpet sessions, story time and daily interactions.
Children enjoy a broad range of well-planned activities that reflect their interests and
developmental needs. They show high levels of engagement and curiosity, for example
when experimenting with paint using squeezable bottles, they are strengthening their hands
and wrists while learning about colour. Regular outdoor play develops children's
coordination, balance and core strength, and younger children benefit from access to a
sensory space that promotes exploration and physical development.
Children benefit from a well-sequenced curriculum with a clear focus on developing
communication and language. Practitioners use purposeful interactions during routines and
activities to extend children's vocabulary, encourage responses and build understanding.
Through stories, singing and daily conversations children learn to listen, respond and
express their ideas, preparing them well for their next stage in learning.
Children develop confidence and independence. They select resources, initiate interactions
and sustain play. Practitioners support children, including those with special educational
needs and/or disabilities and emerging needs, through tailored strategies, such as visual
aids and targeted communication activities, enabling them to access learning and participate
fully alongside their peers. Children build positive relationships, learn to take turns and listen
to one another. They are developing the language, resilience and self-help skills needed for
their next stage of education. As a result, children achieve well from their starting points and
thrive in an inclusive and nurturing environment.

Inspectors:
Claudia Castano
Jo Geoghegan
About this setting
Unique reference number (URN): 2762546
Address:
Waterfall House, 223
Tooting High Street
London
SW17 0TD
Type: Childcare on non-domestic premises
Registration date: 29/11/2023
Registered person: Efwy Educational Services Ltd
Register(s): EYR
Next steps
The provider should ensure that all practitioners consistently use high-quality interactions
to extend children's language, thinking and engagement so that all children benefit
equally from the curriculum at all times.
About this inspection
The inspector spoke with leaders, parents, staff 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.
The inspection started on 20 February 2026 and an inspector returned on 15 May 2026 to
gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and
gathering additional evidence policy.

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 20 February 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
53
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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