Noddy's Nursery School

Noddy's Nursery School
Unique reference number (URN): 2575761
Address: 2 Gwendolen Avenue, Putney, London, SW15 6EH
Type: Childcare on non-domestic premises
Registered with Ofsted: 12/08/2020
Registers: EYR
Registered person: Noddy's Nursery School Limited
Inspection report: 10 July 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
Achievement Strong standard
Children make excellent progress from their individual starting points across all areas of
learning. Younger children confidently develop early mathematical skills, such as counting
and matching shapes. Older children demonstrate impressive problem-solving, resilience
and teamwork skills as they build and play cooperatively at the construction area. Children
show highly positive attitudes to learning, engaging fully in both adult-led activities and
chosen play.
Physical development is prioritised well, with younger children building coordination and
balance as they navigate the garden area. Staff provide abundant opportunities for children
to strengthen both large and small physical skills through carefully planned activities and
outdoor play. Children also make secure progress in developing independence and self-care
skills. From a young age, they learn to eat independently, dress and undress themselves
and manage personal hygiene routines confidently.
Children with special educational needs and/or disabilities and children who face barriers to
learning make similarly sustained progress due to highly effective targeted support and
tailored teaching. As a result, all children flourish, develop confidence and resilience and are
very well prepared for the next stage of their learning, including school.
Behaviour, attitudes and establishing routines Strong standard
Positive relationships between staff and children are a significant strength of the setting.
Staff know children really well and provide warm, responsive interactions that help children
to feel safe, secure and emotionally supported. Leaders have established a kind, caring and
highly nurturing environment where expectations for behaviour are clear, consistent and well
understood by children and staff.
Children are taught to recognise and understand feelings through purposeful conversations,
daily interactions and carefully planned activities. This is reflected in children's thoughtful
interactions with one another. For instance, children play cooperatively sharing ideas and
roles effectively. Children show kindness and compassion towards others and are
developing the skills to manage and regulate their emotions successfully.
Children are supported well to collaborate, share and help each other during play and
routines. Staff consistently encourage independence and resilience, promoting positive
attitudes to learning. Children show perseverance, confidence and determination.
Leaders take supportive action to promote good attendance and punctuality, working
proactively with families where concerns arise. For example, leaders make prompt 'check-in'
calls when children do not arrive at the expected time. They work collaboratively with
families to reduce barriers to attendance, such as adapting session times to better meet
individual family needs. This helps to ensure children attend regularly, settle quickly into
routines and benefit consistently from the rich learning opportunities on offer.

Children's welfare and wellbeing Strong standard
Staff promote independence and dignity during care routines. For example, they seek
consent before changing nappies or wiping faces and encourage children to complete these
tasks for themselves wherever possible. This helps children develop confidence,
independence and an understanding of personal boundaries. All care practices are
thoughtful and responsive to children's individual needs. Policies and procedures are
thoroughly embedded throughout the nursery, with all staff. The key person system is highly
effective and ensures children form secure, trusting relationships with familiar adults who
know their needs well. As a result, children feel safe, secure and emotionally supported
throughout the day.
Children are supported well to understand how to keep themselves safe and healthy. Staff
actively support children's emotional wellbeing to help them understand and manage their
feelings. Staff use strategies gained through recent in house training to help children
recognise emotions and develop ways to regulate them, for example, children with barriers
to learning have adaptations at meal times to support them.
Children recall what staff have taught them. During focus activities about sea creatures,
younger children recognise a song they have been taught. They extend their learning from
real life experiences talking about the different animals. During an adult led activity children
recall the countries flags represent. Teaching is embedded well to support children to
understand healthy habits and the natural world around them.
Curriculum and teaching Strong standard
Leaders plan an ambitious and enriching curriculum that enhances children's
communication and language, personal, social and emotional development and physical
skills. Staff have a secure understanding of what they want children to learn. Learning is
thoughtfully sequenced so that new knowledge builds effectively on prior learning. Staff
follow children's interest as older children eagerly speak about the countries they will follow
in the football world cup. Staff embrace this to support learning about other countries, such
as making passports and posters. This encourages children to talk about their findings,
enhancing their confidence.
Staff provide abundant opportunities for children to develop a deep love of books, songs and
rhymes. Children excitedly sing and read together, showing enthusiasm and engagement in
literacy-rich experiences. They recall familiar stories in their play and join in with familiar
songs as they play at the water tray.
Interactions between staff and children are of consistently high quality. Staff skilfully adapt
their teaching, model language effectively and use every interaction as a purposeful
teaching opportunity. They encourage curiosity and thinking, supporting children to test
ideas and explore materials independently. Staff use visual aids and Makaton effectively to
enhance communication, particularly for children at the beginning of their language journey
or those who speak English as an additional language. This is embedded across the
nursery.

Assessment is used highly effectively to identify children's starting points and next steps. As
a result, teaching is adapted precisely, and all children, including those facing barriers to
learning, make significant progress from their starting points across all areas of
development.
Inclusion Strong standard
Leaders and staff have consistently high expectations of all children and demonstrate a
committed approach to ensuring every child thrives. They create a warm, safe and highly
supportive environment where children feel a strong sense of belonging. Leaders and staff
know all children extremely well, showing a thorough understanding of their unique
personalities and any barriers they may face in relation to learning and wellbeing. This
detailed knowledge enables them to reduce barriers through thoughtful reasonable
adjustments, adaptations and inclusive practices.
Staff skilfully and consistently adapt teaching, routines and the environment so that children
with special educational needs and/or disabilities, as well as those with barriers to learning,
can access the curriculum fully and participate confidently alongside their peers. Leaders
rigorously monitor children's progress closely and are highly reflective in regularly reviewing
the impact of support. As a result, all children make secure and sustained progress from
their starting points, irrespective of the challenges they face.
Staff are fully aware of barriers children face with regard to their learning and development.
They plan regular real-life experiences from outside sources, such as companies that bring
reptiles to the nursery, to enhance children's interests and learning experiences. Children of
all ages experience outside play. Outdoor play supports free play and continuous learning
for children to practice and embed their skills. Leaders review the progress children are
making towards their early learning goals. They monitor the impact of targeted support. This
helps staff to swiftly identify and provide early intervention for children's learning.
Leadership and governance Strong standard
Leaders provide highly effective oversight of the setting. They demonstrate a clear
understanding of the setting's strengths and take decisive action to improve areas identified
for development. Leaders' commitment to professional development is robust. They respond
rapidly to ensure everyone has opportunities to improve their own personal development.
This in turn positively impacts the quality of teaching for all children. All staff and leaders
work well together to review workloads and support each other, ensuring high morale and a
motivated team. There is a high regard for staff wellbeing throughout the nursery. This
shows in the calm atmosphere throughout the nursery. Decisions are consistently made in
the best interests of children, particularly for those who are disadvantaged or face barriers to
learning. Overall, leadership is highly effective, ensuring that all children thrive and achieve
their potential.
Provision for children with special educational needs and/or disabilities is excellent, with
leaders and staff collaborating effectively to provide tailored support that meets each child's
individual needs. Children thrive and make significant progress from their start points.

Partnerships with parents are a significant strength of the setting. Parents and carers
describe how positive the leadership team is and how it actively communicates with them
and they value the consistent staff team ensuring their children's emotional security. They
also explain how staff give detailed feedback and suggestions on children's learning and
development and the progress they are making. This helps to provide consistent continuity
of care for children.
What it's like to be a child at this setting
Children arrive at this welcoming nursery happy, confident and ready to engage in the day
ahead. They are warmly greeted by highly skilled, attentive staff who know them well, offer
reassurance where needed and support smooth separations from carers. Children quickly
settle into familiar routines and carefully considered environments that reflect their interests,
helping them feel secure, valued and ready to learn.
Children access a rich and ambitious curriculum where learning is embedded through
purposeful play. Children under two explore water, filling jugs and pouring, exploring and
naming different sea creatures. They observe what happens as water mixes with sand. They
demonstrate curiosity, persistence, problem-solving skills and sustained engagement. Older
children use their imaginations as they engage in construction role play in the garden. They
test the speed of vehicles as they race them down the ramps and make 'chocolate cake' at
the mud kitchen
Mealtimes are a highly social and learning-rich experience. Children engage in
conversations about their food and their different interests. Staff skilfully support children to
try new foods and develop healthy habits. Children help with small tasks as they are the
'super helper' for the day, setting up for mealtimes and helping to take things back to
Children's learning is targeted and supported when staff work closely with parents and other
professionals and use precise assessment to identify their individual needs. Children with
special educational needs and/or disabilities are fully included and achieve well when staff
regularly review and adapt their provision. Children thrive in this nursery and are well
prepared for their next stage of learning.
Children thrive in a safe learning environment, where they feel valued and supported.
Children receive continued praise and positive reinforcement throughout the day, building on
their confidence. All children are highly social and regularly share what they have been
doing at home and talk about their friends. All children welcome others into their play.

Inspector:
Tracey Murphy
About this setting
Unique reference number (URN): 2575761
Address:
2 Gwendolen Avenue
Putney
London
SW15 6EH
Type: Childcare on non-domestic premises
Registration date: 12/08/2020
Registered person: Noddy's Nursery School Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:20 - 18:30
Children with special educational needs and/or disabilities are encouraged by their peers to
join in activities.
Next steps
Leaders should ensure continued improvement in the setting's successful work to remove
barriers for children who need extra help, to realise a transformational impact on all
children's achievement and wellbeing.
About this inspection
The inspector spoke to leaders, staff, parents 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.

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 10 July 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
108
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
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and regulates services that care for children and young people.
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