URN 2828611 · Inspected 2026-08-14 · Published 2026-09-11 · Inspector: Jenny Beckles
Bliss Childcare and Nursery School LTD Unique reference number (URN): 2828611 Address: Southfields Methodist Church, 423 Durnsford Road, London, SW19 8EE Type: Childcare on non-domestic premises Registered with Ofsted: 20/03/2025 Registers: EYR Registered person: BLISS CHILDCARE AND NURSERY SCHOOL LTD Inspection report: 14 August 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 All children make excellent progress across all areas of learning. This includes children with special educational needs and/or disabilities, and other vulnerable children. They express themselves clearly and confidently as they talk about their summer holidays. Babies quickly move on from babbling to saying single words. Children thoroughly enjoy engaging with books and happily settle in the book corner to browse through their favourite stories. They have excellent counting skills and confidently count the number of children present during morning group time. Children know different shape names and use language to compare size and length, such as big and long. Babies learn how to pull themselves up, balance and walk. Children climb skilfully and balance well across stepping stones. All of these skills help to form an excellent foundation for their next stage of learning. Behaviour, attitudes and establishing routines Strong standard Children have excellent concentration skills. Babies show signs of rapidly developing concentration and perseverance skills as they carefully stack one brick on top of another to make a tall tower, cheered on by staff. Older children concentrate carefully as they prepare and collect the items they need to follow recipes. They listen attentively to stories and make spontaneous comments. Children demonstrate problem-solving skills when they decide that a tray with holes is not a suitable container for holding water. They look for a more appropriate container. Children have very positive relationships with each other and treat each other with kindness and respect. For instance, they smile and give flower petals to their friends. Staff manage children's behaviour very successfully. They share group rules with children and teach children how to resolve things fairly for themselves. Older children act as role models for younger ones. Staff make very successful adaptations to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. For instance, by using visual cues to indicate changes in the routine. Staff clearly link regular attendance to positive effects on children's progress and readiness for school. This is shared with parents who ensure that their children attend regularly and reap the benefits. Children's welfare and wellbeing Strong standard Children gain significant understanding of the value of eating well. For example, staff take them out on food shopping trips and children group the items into healthy and unhealthy foods. Staff provide very nourishing, appetising meals that meet any special dietary requirements. They ensure that meal times are relaxed, social occasions where children's welfare is fully promoted. Staff sit with children, closely supervising them while they eat and ensure that children remain seated securely. Staff ensure that children sleep safely and comfortably. They sit with children while they sleep, regularly checking them to protect them from harm. Staff carry out daily and dynamic risk assessments that cover all parts of the nursery, indoors and outdoors. They risk assess any changes to organisation or new equipment to minimise the risk of hazards. Children learn to understand and regulate their emotions in highly impactful ways. For instance, they take part in regular yoga and mindfulness sessions where they practice deep breathing as way to calm down. Children use the calm corner where they have access to very useful resources. For example, children look at books on how to cope with different feelings and use resources, such as soft toys, to help them to regulate their emotions. Staff make highly skilful adjustments to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. For example, staff ensure that children have access to resources, such as fidget toys, to help regulate their emotions. Curriculum and teaching Strong standard The curriculum is deeply enriching, well-considered and linked extremely well to children's needs. Staff make highly competent adjustments to curricular activities to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. For example, they organise small group games to provide extra support for children's social development. Staff teach children excellent communication, language and literacy skills. They build a deep sense of excitement and anticipation at 'Magic Box Time' by shaking a closed tin of objects. Babies take it in turns to choose an object and staff then use simple words to name and describe the object, such as smooth, red, ball. Staff help to develop babies' listening skills extremely well. For instance, they shake wooden bells and describe the sound as gentle and soft to teach babies new words. Staff use props, such as objects in a bag, very effectively to promote children's language skills. For instance, staff show children sun glasses and pretend ice lollies and this encourages children to talk enthusiastically about their trips to the seaside. Staff support children's physical development in highly effective ways. They ensure that children have lots of well-placed opportunities to practise a wide range of skills, such as climbing and balancing. Leaders organise regular visits from physical development experts to provide fun, dynamic sessions for children. Inclusion Strong standard Staff use robust methods to accurately and quickly spot if a child is in need of additional help in their learning. For instance, they use daily monitoring, observations and two-year-old progress checks to identify if a child falling behind in their learning. Staff promptly advise parents to contact a health professional for further guidance, such as health visitor or doctor. They work very successfully with any health professional involved in the life of a child with special educational needs and/or disabilities (SEND), and other vulnerable children. Staff liaise with professionals to form highly effective support plans for children with SEND and make very skilful adaptations to activities to meet children's needs. For example, staff ensure that they use repetition of words and face children to enable them to see their mouth movements as they speak. This helps to support those children who have hearing impairment. Some staff have received training on supporting children with SEND and they make excellent use of this to provide highly suitable support plans for children. This work makes a measurable difference to children's daily lives and long-term outcomes. Leadership and governance Strong standard Leaders highly prioritise the continual professional development of staff. For example, staff have completed a broad range of courses that have led to improved understanding and better outcomes for children. This includes courses on supporting babies' development, and managing children's behaviour. Leaders continually evaluate the work of the setting and set ambitious goals to bring continual improvements. Leaders robustly monitor and support staff. They observe staff practice by spending time in group rooms and use regular individual meetings with staff to provide feedback. They discuss their work and offer assistance, where needed. This helps to provide support to staff and improve practice, where needed. Leaders highly value staff and promote their wellbeing. For example, leaders offer staff free yoga and mindfulness classes to improve their work life balance. Staff have very effective partnerships with parents. They use a range of successful ways to give parents detailed updates on children's progress and activities. For instance, they provide daily secure electronic messages; verbal updates; and termly parents meeting to share information about their child. Staff liaise successfully with parents to support children's development in all areas, including toilet training. Leaders help children to develop valuable connections with the wider community, for example they take children to visit local museums and farms. What it's like to be a child at this setting Children arrive very eager to learn in this highly organised, inspiring nursery. Staff greet children and their families with smiles and a warm welcome. Babies settle extremely well as staff take great care to find out as much as they can about each child. They use this information to provide familiar routines and activities to support babies extremely well. Children feel very safe and secure and have close, trusting relationships with staff. Babies feel a deep sense of belonging as they see photographs of themselves with their families displayed in their room. Older children feel valued as individuals as they each recognise their name and display them in the nursery. All children, whatever their starting points, make excellent progress in their learning and development. Staff make highly skilful adjustments to the curriculum to meet the needs of children with special educational needs, and other vulnerable children. Children are deeply absorbed in highly imaginative, creative activities in outdoor play. For instance, they follow recipes to create "petal pizzas" and "stick soup" using real sticks, flower petals and water. Inspector: Jenny Beckles About this setting Unique reference number (URN): 2828611 Address: Southfields Methodist Church 423 Durnsford Road They delight in the experience and exclaim "I have made a lovely soup!" They count securely and recognise numbers as they carefully mix two cups of water and five leaves, as shown in the recipe. Children show great consideration for one another. For instance, by giving each other enough space to play and collaborate to make stories. Babies enjoy making floor drawings on paper using large brightly coloured crayons that make it easier for them to use. Children gain excellent understanding of the world. For instance, they talk about the need to wear jackets and boots in stormy weather. They have very secure understanding of how to take care of the world and sustainability. For instance, they remind each other to scrape their food waste in the food recycling bin after eating. Children are enthusiastic attenders and gain highly valuable skills in preparation for their next stage of learning. Next steps Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing. About this inspection The inspector spoke with leaders, staff and children and considered comments from 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. London SW19 8EE Type: Childcare on non-domestic premises Registration date: 20/03/2025 Registered person: BLISS CHILDCARE AND NURSERY SCHOOL LTD Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30 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 14 August 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 48 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. 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