The Beehive

The Beehive
Unique reference number (URN): 123074
Address: St. Margarets Church House, Putney Park Lane, London, SW15 5HU
Type: Childcare on non-domestic premises
Registered with Ofsted: 19/12/1997
Registers: EYR, CCR, VCR
Registered person: Bumble Bee Nursery Schools Ltd
Inspection report: 20 January 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 consistently make strong progress across all areas of learning and development
from their different starting points. This includes children with additional needs or those who
need adjustments in their daily routine or activities. Children are confident learners who
remember and recall their learning. Leaders ensure that children are well prepared for their
next stage with secure foundations for future learning, including resilience and
perseverance.
Children confidently express their ideas and engage in meaningful conversations with peers
and staff. They develop secure problem-solving skills and concentration as they focus
deeply on different activities. For example, younger children learn to make sets of coloured
objects. Children develop independence and thrive on the praise and support staff provide
as they manage daily routines such as snack time and tidying up. Children learn to be kind
and helpful, developing positive social skills.
Behaviour, attitudes and establishing routines Strong standard
Children understand and confidently follow well-established routines. They need little
support from staff to independently wash their hands before eating and then to lie down to
rest after lunchtime. Children understand what is expected of them when staff give
reminders to change activities. Children demonstrate consistently positive behaviour
because staff are positive role models. They are respectful of adults and their peers. Staff
foster positive and nurturing relationships with children, which promotes kindness. Children
willingly share resources with others. For example, they make sure their friends have
enough play dough during a creative activity. Children with special educational needs and/or
disabilities are included throughout daily routines and are supported to engage fully in all
activities. Staff celebrate their achievements, such as children's progress in cutting skills.
Children attend regularly and engage well in all learning opportunities. Leaders quickly
identify any patterns of lateness and collaborate with parents to address this. They
understand the importance of supporting a strong foundation for regular attendance as
children move on to school. Children are motivated and engaged learners. Their interests
are then extended through visitors to the setting, such as police officers and fire fighters, or
by travelling to community places, such as a local farm.
Children's welfare and wellbeing Strong standard
Leaders and staff know the children very well and develop close bonds with them. Key-
person relationships are thoughtful and consistent. This helps children feel safe and able to
thrive. Children with special educational needs and/or disabilities and those who are
disadvantaged receive personalised care that reflects their individual preferences. Staff
adapt the well-planned environment regularly to meet each child's needs and preferences. A
mix of nurturing areas for sensory play and calming down, along with lively play areas,
promotes active, healthy lifestyles. Children particularly enjoy lots of physical games and

outdoor play with others. Children learn and use movement words as they navigate space
safely and practise mathematical spatial vocabulary.
Children recognise and name their feelings by using visual aids that staff wear to
communicate emotions. Children also discuss healthy foods when they talk and eat lunch
with staff. Staff support children who need extra support so they feel fully included in
sociable mealtimes. Staff engage successfully with parents to help children understand and
benefit from healthy eating habits. Children learn the importance of dental hygiene routines
as the leaders invite a dentist to show them.
Curriculum and teaching Strong standard
Leaders and staff work hard to provide all children with a well-sequenced and high-quality
curriculum. Staff successfully implement the intended curriculum and consistently apply it in
their teaching. For instance, children count and compare quantities when they fit spheres
into various containers. Staff monitor children's progress, including children who face
barriers to their learning and/or wellbeing. They successfully use this assessment to
understand what children know, can do and need to learn next.
Leaders give high priority to children's emotional wellbeing and physical development.
Children benefit from an active programme of physical skills, such as sessions on ball
games and dancing. These support children to develop their coordination, agility, balance,
core strength and fine motor skills. Children use the outdoors and wooded area well. Staff
demonstrate how to make bark patterns and help children dig for and learn about worms.
Staff skilfully weave interactions such that children successfully expand on what they are
doing. For example, children speak of seeing things bigger or smaller when they explore
with magnifying glasses. Children are engaged when staff use actions with storybooks. Staff
sing rhymes with children to further support their language development.
Leadership and governance Strong standard
Leaders show commitment and passion for providing high-quality care and education
through play for all children. They have a well-developed understanding of the setting's
strengths and keenly reflect on their practice. Leaders identify and respond swiftly to any
priorities for improvement. For instance, staff have trained to develop a forest school area to
help children understand nature. Leaders use funding thoughtfully to help close any gaps in
children's learning for those who face any barriers to learning and/or wellbeing. Children
also enjoy regular outings in the local area with staff, such as visits to a nearby care home,
which helps them develop a sense of community.
Staff morale is high because leaders are supportive and mindful of staff wellbeing. They are
supported through observations and supervision meetings to identify strengths and areas for
development. Leaders support staff's individual professional learning needs. Effective
partnerships with parents and other professionals result in a consistent two-way flow of
information that benefits children's learning and development. Parents comment on the
ample communication staff provide. They particularly value ideas that help them to support
their children's learning and development at home.

Expected standard
Inclusion Expected standard
Staff receive support from leaders to support all children, particularly those who are
disadvantaged, those with special educational needs and/or disabilities and those who face
barriers to their learning and/or wellbeing. Ongoing assessment is used to help identify and
track any potential gaps in learning and development. Staff plan effectively for these gaps,
helping children to make secure progress. Well-timed and appropriate referrals to other
agencies are made when needed. Leaders work in partnership with other professionals and
parents to gain support and interventions for children as required.
When needed, staff use visual aids and sensory resources to encourage children to join in
with activities. Leaders ensure any additional funding is used well to reduce barriers that
children may face to their learning. For example, they provide children who may benefit from
further communication support with specific language activities. Leaders carefully monitor
and review the impact of additional funding. Staff have high expectations for children's
learning. However, they need to continue giving tailored support to remove any further
barriers to children's learning. Leaders recognise that professional development can be
strengthened further to ensure inclusive practice is embedded consistently across all staff.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children are highly valued as unique individuals in this nursery. They are happy, feel safe
and their interests are blended into their learning in creative ways, such as painting a large,
interactive model of a dinosaur's head. Leaders and their staff team have high aspirations
for all children and what children can achieve.
Children thrive because they are happy, safe and confident. They enjoy their learning
environment. Staff engage effectively with children, who become curious, capable and
resilient learners. All children make consistent, secure progress throughout the nursery.
They are well equipped to move on to the next stage of their learning. Children, including
those with special educational needs and/or disabilities, are provided with the challenge that
they need to experience success in their learning.
Children are very well behaved in play. They are polite and courteous. They share resources
well and play happily with and alongside each other. Caring and positive relationships form
the foundation for children's sense of belonging, enabling them to be curious and
independent learners.
Parents and carers speak positively about the nursery. They have confidence in the leaders
and their staff team. Parents comment on the genuine care shown for each child. They say
that staff ensure that children find joy in every aspect of their indoor and outdoor learning.
Leaders are approachable and willing to listen and discuss ideas with parents.

Inspector:
Mrig Divecha-Talker
About this setting
Unique reference number (URN): 123074
Address:
St. Margarets Church House
Putney Park Lane
London
SW15 5HU
Type: Childcare on non-domestic premises
Registration date: 19/12/1997
Registered person: Bumble Bee Nursery Schools Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30
Local authority: Wandsworth
Next steps
Leaders should further strengthen opportunities and professional development to promote
equity and inclusion for all children so that outcomes are enhanced consistently across
the setting.
About this inspection
The inspector spoke with the nominated individual, deputy manager, practitioners, the
special educational needs and/or disabilities coordinator, 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.
A quality assurance visit by an additional inspector was carried out at this inspection.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 20 January 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
41
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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