A Little Me Time Nursery

A Little Me Time Nursery
Unique reference number (URN): 2833430
Address: 58 The Mall, London, W5 3TA
Type: Childcare on non-domestic premises
Registered with Ofsted: 14/04/2025
Registers: EYR
Registered person: Mama Bebe Limited
Inspection report: 19 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.

Expected standard
Achievement Expected standard
Children make notable gains in communication and language, holding extended
conversations about their own interests and experiences during everyday routines. Children
with identified communication needs make clear progress, moving from limited vocabulary to
speaking in full sentences. Children who speak English as an additional language build
vocabulary quickly, using new words confidently in their play. At the dough table, children roll
and shape play dough and press pasta pieces into it, developing coordination and control.
They identify numbers and quantities confidently during everyday play, showing secure
mathematical understanding. Children also show notable independence in their personal
development, attempting tasks such as fastening buttons and managing a change of
clothes, asking for help only when needed. Children use tools, such as tongs, to serve their
own food. However, some children do not always build securely on what they already know,
or explain their thinking fully. Overall, children are prepared appropriately for their next stage
of learning.
Behaviour, attitudes and establishing routines Expected standard
Leaders establish clear, commonly understood expectations for behaviour, sharing individual
behaviour plans with the whole staff team so that everyone applies a consistent approach.
Staff hold regular discussions to review what is working and what children continue to find
difficult, allowing strategies to be adjusted as needed.
Children build secure, positive relationships with staff, who respond sensitively to their
individual needs. These relationships help children regulate their emotions and re-engage
with activities during moments of anxiety or reluctance. Children also get along well with one
another, playing cooperatively, sharing resources and taking turns, for example reminding a
friend of something they forgot or saving them a place. They approach new activities with
curiosity and generally persevere when a task is challenging. Leaders promote punctuality
and attendance through clear systems, and staff record attendance daily, following up
promptly on any absence and encouraging parents and carers to notify the setting in good
time.
However, staff do not always consider children's differing needs when managing routines
and transitions. During busier periods, staff do not always stay available to keep children
purposefully engaged, which can lead to restlessness. Some children, particularly those with
additional needs, need more consistent staff support to manage transitions calmly.
Children's welfare and wellbeing Expected standard
Children typically receive care that meets their individual needs effectively. Staff tailor
toileting, dressing and rest routines to each child's stage of development. Children needing
extra help on arrival benefit from individual arrangements, such as an earlier start paired
with dedicated staff support. This helps to reduce anxiety at the start of the day. Children
form secure, responsive attachments to their key person and other familiar staff. These

relationships help children settle and regulate their emotions, typically re-engaging with
activities following moments of upset, such as separation from a parent or carer.
Children develop physical independence and personal-care skills, including handwashing,
dressing and toileting. Staff use safety harnesses to keep children safe outdoors, near the
busy main road. They help children name their feelings and understand how their body
responds to change. Children follow secure feeding and rest routines, suited to their needs.
At mealtimes, children self-serve their food and drink and use cutlery independently.
Younger children, including babies, follow a settled early-afternoon nap routine, supported
by a dedicated staff member. However, staff do not implement oral-hygiene routines
consistently, as support depends on parents and carers providing a toothbrush, so some
children miss out, regardless of need.
Curriculum and teaching Expected standard
Leaders design a distinctive, bilingual curriculum. Staff use Mandarin purposefully
throughout the day, in children's play, activities and songs, alongside English, reflecting the
setting's identity and drawing families who want a bilingual provision. Leaders sequence
learning appropriately, prioritising key areas for younger children before broadening to
others, supported by weekly planning time and curriculum overviews. Staff plan activities
around children's interests, abilities and stages of development. Leaders make good use of
the local area. Children visit the local park to collect natural materials for collages, visit
seasonal markets, and draw on a nearby zoo and library to broaden their knowledge of the
community.
Staff build children's vocabulary and mathematical knowledge purposefully, for example
through discussing objects at an exploration table and counting in English and Mandarin.
They support children's physical and personal development through everyday routines and
secure relationships. However, teaching is not always adapted to children's different starting
points during group activities, so some children do not always keep up with their peers as
well as possible. Staff do not always extend children's responses to deepen their thinking.
Where children need more targeted support, leaders identify this through observation and
put individualised plans in place, which staff review regularly.
Inclusion Expected standard
Leaders identify children's needs through careful observation, for example noting how
children engage during snack time or transitions. They plan individualised support, put it into
practice and review its impact regularly. Leaders use the early years pupil premium
purposefully, targeting funding towards small-group activities so disadvantaged children
access the same opportunities as peers. Staff meetings give the team time to discuss
children's progress, and parents receive regular updates on their children's plans.
Children with special educational needs and/or disabilities receive individualised support
plans, informed by strategies such as extra processing time, modelling and support to name
and manage emotions. Leaders review these regularly, adjusting strategies as needs
change. Children who receive this support show clear progress in their confidence,
relationships and ability to manage transitions, for example moving calmly between activities
with visual prompts.

Children who speak English as an additional language benefit from staff drawing on their
home languages to support their sense of belonging. As a result, they follow instructions
confidently and communicate their everyday needs. For children known, or previously
known, to children's social care, leaders prioritise consistency of key person and work
closely with social workers. Leaders engage effectively with external agencies, progressing
referrals and tracking progress over time.
Leadership and governance Expected standard
Leaders are relatively new to their roles, having taken on the responsibility within the past
year, and are still developing some aspects of practice and beginning to draw on the wider
staff team's experience. Leaders typically understand the setting's strengths and take action
to address areas for improvement, drawing on external expert advice from the local authority
to inform their evaluations. Leaders take decisions in the best interests of children, including
those with special educational needs and/or disabilities (SEND) or medical needs, those
facing disadvantage and those known, or previously known, to children's social care.
Leaders put individualised support plans in place and track these through ongoing review.
Leaders manage staff wellbeing and workload through monthly individual meetings and
regular team meetings, promoting a culture where staff feel able to raise concerns.
However, leaders do not provide a defined way for more experienced staff to feed back and
help shape wider decisions. Professional development is generally relevant and has clear
impact. Some leaders are currently completing specialist training to strengthen how they
support children with SEND, and staff apply training in paediatric first aid, safeguarding and
early literacy directly to daily practice. However, professional development does not yet
consistently target the specific areas where staff practice is less secure, such as adapting
teaching and transitions to children's differing needs and embedding daily routines, including
oral hygiene, reliably across the setting. Parents and carers value the open channels of
communication and feel genuinely involved as partners in their children's care.
What it's like to be a child at this setting
Children settle quickly into purposeful play. They explore with real curiosity, unwrapping foil-
wrapped objects to discover and name them. They count in English and Mandarin and recall
stories in sequence, using picture cues. Children talk confidently to adults and peers, and
those facing barriers to their learning build vocabulary and confidence through individual
support, such as extra processing time and consistent modelling from familiar adults.
Children make marks and write for a purpose, from shopping lists to labels for their models,

Inspector:
Onam Kumar
and use mathematical language to compare size and quantity during play. Outdoors,
children develop physical control and balance as they climb, pedal and negotiate space.
Children wash their hands, serve their own food and dress themselves, building self-care
skills for their next stage of learning.
Children build positive, caring relationships with one another. They save a seat for a friend,
remind each other of forgotten belongings and play cooperatively, sharing resources and
taking turns. Children form secure attachments to familiar adults, who notice when they feel
anxious or reluctant, and respond with patience and reassurance. Families feel welcomed
and included through daily conversations and regular updates, and parents describe staff as
approachable and quick to share news. Staff draw on children's home languages, alongside
the setting's bilingual provision, to help children feel understood and valued.
Children feel safe, and staff care for them well. Children seek out trusted adults when
unsettled. Secure relationships help children regulate their emotions and re-engage with
activities, whether after a fall or during a challenging transition. Staff know children well
through the key-person system, so any change in behaviour or mood is noticed and
responded to quickly. Children are encouraged to manage risk sensibly, for example when
using tools or climbing equipment. Children benefit from regular routines, as staff track
attendance and follow up on any absence.
Next steps
Leaders should monitor staff's practice closely to ensure teaching, transitions and daily
routines are consistently adapted to children's differing needs.
Leaders should support and develop staff further, making use of the wider team's
experience to promote consistent best practice and shape high-quality provision.
About this inspection
The inspector spoke with leaders, staff, special educational needs coordinators, children
and parents and carers 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.

About this setting
Unique reference number (URN): 2833430
Address:
58 The Mall
London
W5 3TA
Type: Childcare on non-domestic premises
Registration date: 14/04/2025
Registered person: Mama Bebe Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 17:00
Local authority: Ealing
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 19 August 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
12
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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