Streatham Montessori Day Nursery

Streatham Montessori Day Nursery
Unique reference number (URN): 2813379
Address: 66 Blairderry Road, London, SW2 4SB
Type: Childcare on non-domestic premises
Registered with Ofsted: 04/10/2024
Registers: EYR
Registered person: Streatham Montessori Day Nursery Ltd
Inspection report: 23 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
Expected standard
Inclusion Strong standard
Leaders have established a highly inclusive culture where every child is recognised as an
individual. Practitioners identify children's emerging needs promptly. They work
collaboratively with parents and carers and external agencies to ensure that children receive
timely and appropriate support. Practitioners adapt their teaching successfully so that
children with special educational needs and/or disabilities (SEND) and those who face
barriers to learning can fully participate in the curriculum.
Children make excellent progress from their individual starting points through carefully
planned strategies that are consistently implemented by knowledgeable staff. Through the
implementation of different approaches, such as 'bucket time', Makaton, visual
communication and speech and language programmes, children have significantly improved
their communication, engagement and independence.
Well-planned transitions between the nursery rooms and into the school are highly effective.
Leaders, practitioners and parents work well with external professionals to ensure children's
individual needs are clearly understood. As a result, children with SEND move confidently
and securely to their next stage of education.
Leaders support staff appropriately with training and work effectively with professionals to
secure positive outcomes for children. Therefore, children with SEND are well prepared for
their next stage of learning because support is implemented consistently and reviewed
regularly. Families have confidence in leaders and practitioners. They recognise the positive
difference the nursery makes to children's development and wellbeing.
Achievement Expected standard
Children typically make steady progress across all areas of learning and development. They
learn through a range of play experiences and gain the knowledge and skills expected for
their age. Children generally develop appropriate self-help and independence skills for their
next stage in learning. For example, they use knives and forks at mealtimes, pour their own
drinks and scrape their plates after finishing eating.
Most children make typical progress in their communication and language development.
They benefit from a curriculum that supports the development of speaking and listening
skills through everyday interaction, stories and planned activities. Effective communication
programmes help practitioners identify children's language needs at an early stage, enabling
targeted support so that most children make appropriate progress from their starting points.
For example, children confidently engage in imaginative play, negotiating roles with their
peers and using an increasingly wide range of vocabulary as they prepare and serve food in
the role-play kitchen.

Children with special educational needs and/or disabilities and those facing barriers to
learning generally receive tailored support through individual plans which are evaluated
regularly, to help ensure they achieve well from their starting points.
Behaviour, attitudes and establishing routines Expected standard
Leaders have well-established routines and have created a positive environment. Children
are generally happy, behave well and demonstrate positive attitudes towards learning. They
typically display consideration for others. During yoga sessions, story time and outdoor play,
children listen well, follow instructions and participate enthusiastically, showing good levels
of engagement.
Children confidently interact with practitioners. When engaging in conversations, children
recognise their emotions. For example, they describe their feeling of happiness when talking
about their experiences in the nursery. Children wear capes, use dressing-up clothes and
take part in imaginative play activities. They pretend to prepare food and cakes for their
friends in the home corner and the outdoor area, negotiating roles and sharing resources as
they play together.
Children form secure bonds with their key persons and other practitioners. Younger children
explore the environment and return to trusted adults for reassurance when needed,
developing increasing independence. Practitioners provide warm and consistent support
that promotes children's emotional security and confidence. Children typically develop self-
help skills which are transferred into the home environment. As a result, most children
develop the confidence, resilience and social skills needed to engage successfully in
learning and prepare them for their next stage in education.
Leaders have clear expectations for children's attendance and punctuality. They encourage
parents and carers to communicate consistently and promptly when children are not able to
attend or are going away on holidays.
Children's welfare and wellbeing Expected standard
Children feel safe and secure in the nursery. Practitioners know children well and respond
sensitively to their emotional and physical needs. Parents and carers consistently praise the
quality of communication, particularly regarding their children's health, accidents and
wellbeing.
Practitioners promote healthy lifestyles through nutritious meals, physical activity and
encouraging independence and hygiene routines during mealtimes. Key persons support
children, particularly those who require more support and those with special educational
needs and/or disabilities. At arrival times, key staff greet and support children's separation
from their parents by reading stories in a cosy area. In the baby room, key persons provide
comfort to children that are not feeling well. Older children make choices about their food
and follow hygiene routines, such as washing their hands before and after eating. At
lunchtimes, children express their enjoyment of healthy foods by stating how much they love
salad.

Children take part in activities that support their understanding of how to look after their
teeth. For example, they clean black-painted plastic teeth using brushes. However, leaders
acknowledge that oral health promotion is less consistently embedded. They have already
identified this as an area for further development to support children's self-care skills further.
Curriculum and teaching Expected standard
Children benefit from a broad and well-balanced curriculum that supports their learning
across all areas of the early years foundation stage. From the baby room onwards, they
access a wide range of experiences that promote communication, physical development,
early mathematics and creativity. Younger children explore sensory resources confidently
while practitioners introduce language, count objects and use Makaton alongside spoken
communication. Older children independently access mathematical resources and enjoy
interactive story sessions throughout the day. They develop their understanding of the world
throughout their learning and through the opportunities provided to them, such as the
opportunity to grow vegetables.
Children are engaged in their learning and make progress from their individual starting
points. Practitioners know children well and use regular discussions to identify their next
steps and plan learning that reflects children's developmental needs. Positive interactions
support children's curiosity and encourage them to explore, think and develop increasing
independence, including during mealtimes and chosen play.
Teaching is generally effective in extending children's learning. However, the quality of
interactions is not consistent across the nursery. On occasions, opportunities to build on
children's interests and deepen their learning are not consistent. For instance, practitioners
do not fully respond to children seeking interactions or extend their knowledge and ideas.
Leadership and governance Expected standard
Leaders have established appropriate systems to support the effective running of the
nursery. Practitioners receive supervision sessions, professional development and
safeguarding training. They understand and implement policies and procedures consistently.
Leaders accurately identify areas requiring further development, including strengthening the
consistency of teaching interactions with children and embedding aspects of the healthy
lifestyles and oral health curriculum. This demonstrates an appropriate capacity for
continuous improvement.
Regular meetings take place to ensure practitioners have up-to-date knowledge and to
evaluate children's developmental needs. Practitioners feel supported, and there is a culture
of respect and teamwork where all practitioners feel confident to raise matters with leaders.
Leaders acknowledge the need to make practitioners' interactions with children more
consistent across the nursery, as some practitioners lack the subject knowledge to extend
and support children's interests.

Leaders communicate well with families. They have created links with external
professionals, such as speech and language therapists and local authority advisers. This
ensures seamless transitions for children to other settings or schools.
What it's like to be a child at this setting
Children are happy and settled and enjoy attending the nursery. They form secure
attachments with their key persons, who know them well and respond sensitively to their
individual needs. Younger children confidently explore their environment and seek
reassurance from familiar practitioners when needed. Older children typically demonstrate
increasing independence as they confidently help themselves at mealtimes, wash their
hands, tidy away resources and make choices about their learning.
Children benefit from a broad range of experiences that promote their curiosity and
enjoyment of learning. They eagerly explore sensory resources, and investigate water and
natural resources independently. Children enjoy stories and books throughout the day. They
enjoy looking at books independently and reading books with practitioners. Children have
regular access to outdoor play, which supports their physical development, climbing and
balancing skills. They have opportunities, such as yoga time, where they can explore a
range of movements.
Children behave well and understand the nursery routines. Children wait patiently, take turns
and cooperate with one another during play, and show consideration for others. Children
demonstrate growing confidence when interacting with their peers and practitioners. They
develop and sense of belonging within the nursery community. Practitioners support
children's communication effectively by introducing new vocabulary and using Makaton
signs alongside speech, to encourage children's participation in a variety of activities. As a
result, children are motivated learners who develop positive attitudes towards learning.
Children with special educational needs and/or disabilities, and those experiencing
significant changes in their lives, receive effective support to participate fully in nursery life.
Parents value the support provided by the nursery and the difference the nursery has made
to their children's development, wellbeing and family life. Children are cared for in a safe and
nurturing environment where their emotional wellbeing is prioritised. They develop
confidence, resilience and the skills they need for the next stage in their learning.

Inspector:
Claudia Castano
About this setting
Unique reference number (URN): 2813379
Address:
66 Blairderry Road
London
SW2 4SB
Type: Childcare on non-domestic premises
Registration date: 04/10/2024
Registered person: Streatham Montessori Day Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Lambeth
Next steps
Leaders should monitor the quality of practitioners' interactions more closely to ensure
children consistently receive responsive and purposeful engagement that builds on their
interests and supports their learning across all rooms.
Leaders should strengthen daily routines that promote oral health so that children develop
their self-care skills more consistently.
About this inspection
The inspector spoke with leaders, practitioners, parents and carers, 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 July 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
35
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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