Little Strides Nursery

Little Strides Nursery
Unique reference number (URN): 2821297
Address: 5 Medfield Street, London, SW15 4JY
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/02/2025
Registers: EYR
Registered person: Little Strides Nursery 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.

Strong standard
Achievement Strong standard
Children consistently make secure progress and increasingly use what they know across
different experiences and routines. Older children are well prepared for school. They
develop the independence, confidence and social skills they need for their next stage of
learning.
Children remember and apply previous learning. For example, after planting seeds, they
later talk about what plants need to grow and connect this to the story, 'Jack and the
Beanstalk', and their imaginative play. Children use mathematical knowledge naturally
during play, including counting, comparing and using number language.
Children with special educational needs and/or disabilities or those experiencing barriers to
their learning make clear progress. For example, staff recognise when children need
additional support to take part in familiar self-care routines, such as toothbrushing. They
give children time to become familiar with the routine and provide patient, consistent one-to-
one support. As a result, children who were previously reluctant to take part grow in
confidence, become more independent and participate successfully in everyday self-care.
Children consistently develop useful knowledge, skills and confidence that prepare them
well for their next stage of learning.
Behaviour, attitudes and establishing routines Strong standard
Leaders prioritise consistent expectations across the setting. They observe practice, give
staff feedback and provide professional development to strengthen a shared approach to
behaviour. As a result, children respond well to the clear expectations that staff establish
across the setting. Familiar routines help children understand what is happening next and
support them to manage transitions calmly. For example, children move confidently between
play, tidying, handwashing and toothbrushing because staff used consistent prompts and
reinforce expectations in a calm manner.
During group time, children wait for their turn to choose a song and join in with familiar
actions. When children move forward too soon, staff calmly remind them to wait. Children
follow these expectations and respect each other's choices. Staff promote positive
behaviour through warm relationships and timely support. When outdoor play becomes
overly boisterous, staff redirect children effectively into another activity without disrupting the
wider group. Children show positive attitudes to learning by making choices, joining group
experiences and sustaining interest in activities that appeal to them.
Staff adapt routines for children with special educational needs and/or disabilities or those
experiencing barriers to their learning. They give children extra time, reassurance and
individual support so that they can participate successfully alongside their peers. Teamwork
is a notable strength. Staff communicate clearly when taking children to the toilet or stepping
away briefly, helping supervision and routines remain well organised.

Leaders promote regular attendance and punctuality. They expect parents and carers to tell
staff when children will be absent or late. Staff promptly follow up unexplained absences and
contact emergency contacts when necessary.
Children's welfare and wellbeing Strong standard
Leaders place children's physical and emotional wellbeing at the heart of daily care. Staff
know children well and respond sensitively to their individual needs. For example, staff
recognise when babies need additional support to settle and feel comfortable during familiar
routines, including mealtimes. They offer comfort, reassurance and consistent care to help
babies feel secure. As a result, babies become more settled, eat with greater confidence
and increasingly seek out familiar adults for comfort and affection.
Staff help children develop increasing independence in caring for themselves. Children
wash their hands independently and older children take part in regular toothbrushing. Staff
explain why children should not share toothbrushes and help them understand how germs
can spread.
Children benefit from freshly prepared meals and careful management of dietary
requirements. Leaders use clear systems, including children's photos, colour-coded plates
and individual dietary information, to help staff identify specific needs. When families provide
food from home, staff keep this separate and follow agreed arrangements carefully.
Staff successfully implement meticulous arrangements to ensure that children remain safe
while sleeping. They maintain clear sleep spaces, position babies appropriately and
supervise children carefully.
Across the setting, attentive care and responsive relationships help children feel secure and
support their physical health, independence and emotional wellbeing.
Inclusion Strong standard
Leaders create an inclusive culture in which staff identify children's needs carefully and act
when they notice barriers to learning or wellbeing. Leaders and staff work closely with
parents and carers, local authority professionals and other specialists to agree appropriate
support.
Staff identify and make thoughtful adaptations for children with special educational needs
and/or disabilities (SEND) and those who experience barriers to their learning, such as
moving from one room to another. They give children additional time, offer calm reassurance
and allow them to move when they are ready. As a result, children manage transitions with
increasing confidence and independence. Staff also adapt the provision for children, who
are developing their gross motor skills. They provide safe opportunities for children to climb
and balance, while managing risk carefully so that children do not lose valuable
opportunities to learn. For example, staff remain close by as children practise these
movements, offering support when needed while allowing them to develop balance,
coordination and physical confidence.

Expected standard
Staff consider children's development across the areas of learning rather than viewing
individual needs in isolation. They use children's interests to encourage communication,
interaction and sustained engagement. This helps children become more involved in
activities, form stronger relationships with familiar adults and communicate their needs and
choices more clearly.
Leaders review progress, draw on professional advice and adapt support as children's
needs change. As a result, children with SEND or those with barriers to their learning make
clear progress from their individual starting points.
Leadership and governance Strong standard
Leaders have brought clear direction and sustained improvement to the setting. A significant
priority has been reshaping the curriculum so that it is more play based and responsive to
children's interests. Staff understand this approach and describe how leaders' observations,
feedback and professional development have helped them improve their practice. They view
leaders as approachable and supportive. Leaders regularly observe practice, identify areas
for development and provide training that reflects the setting's priorities
Leaders have embedded their expectations across the team. During periods of leadership
absence, staff maintain established routines, expectations and improvements consistently.
This demonstrates that the setting's approach does not depend on one individual.
The provider and leaders are highly visible and know children and families well. Children
confidently approach them, involve them in play and seek interaction. Parents speak
positively about communication, daily handovers and leaders' responsiveness.
Leaders continue to evaluate the provision and act on areas they want to strengthen. They
have invested considerably in the learning environment, transforming the garden into an
inviting, natural space that makes effective use of the outdoors in an urban location.
Children grow plants and vegetables, explore natural materials and use open-ended
resources for imaginative and physical play. Leaders are considering further investment to
extend opportunities for physical development. They have also increased outings for
children, reviewed communication systems for families and continue to develop staff
confidence and curriculum knowledge.
Curriculum and teaching Expected standard
Leaders have developed a purposeful, play-based curriculum that reflects what they want
children to learn. Staff understand the purpose of activities and increasingly connect
learning across the day. For example, staff help children to plant seeds, discuss what plants
need to grow and revisit this learning through the story of 'Jack and the Beanstalk',
conversation and imaginative play. During toothbrushing, staff use this routine to reinforce
counting, independence and children's understanding of how germs can spread.

Teaching is strongest when staff follow children's interests and respond to what they are
doing. Outdoors, staff extend sand and water play through counting and mathematical
language while allowing children to explore independently. Staff also adapt teaching for
children with special educational needs and/or disabilities or those experiencing barriers to
their learning as they adapt activities, expectations and the environment so that they can
participate successfully.
However, the quality of teaching is not yet consistently strong across all parts of the day.
Some staff interactions with babies do not extend communication and language sufficiently.
In addition, during toddler's mealtimes, staff miss opportunities to promote conversation,
independence and learning. Leaders recognise these areas for development and are
supporting staff to make these interactions more purposeful.
What it's like to be a child at this setting
Children are happy, confident and secure at this welcoming setting. They form warm
relationships with staff and leaders, who know them well and readily join their play. Children
seek out adults for reassurance, conversation and affection, showing that they feel safe and
valued.
Children develop useful knowledge and skills through play and familiar routines. They make
choices, take turns, tidy away resources and increasingly manage personal care
independently. Staff introduce learning through practical experiences, such as planting
seeds and exploring natural materials. Throughout the day, they use conversation and
relevant vocabulary to reinforce key ideas. Staff read stories linked to themes, helping
children revisit what they have learned, make connections between experiences and
deepen their understanding. Older children are well prepared for school. They follow familiar
routines, wait and take turns during group activities, tidy resources, manage self-care, such
as handwashing and toothbrushing, and communicate their ideas with growing confidence.
These experiences help children develop the independence, cooperation and self-regulation
they need for their next stage of learning.
Children with special educational needs and/or disabilities are included thoughtfully. Staff
adapt activities, environments and expectations so that children can participate successfully
alongside their peers. For example, children who need extra support with communication,
transitions or physical regulation receive carefully tailored help and make clear progress
from their starting points.

Inspector:
Leo Palmer
About this setting
Unique reference number (URN): 2821297
Address:
5 Medfield Street
London
SW15 4JY
Type: Childcare on non-domestic premises
Registration date: 20/02/2025
Registered person: Little Strides Nursery Limited
Families feel welcomed and involved. Parents and carers value the regular communication,
responsive support and close relationships with staff and leaders. Well-established routines,
secure safeguarding practice and attentive care help children flourish throughout their time
at the setting each day.
Next steps
Staff should strengthen the quality of their interactions with babies during play and care
routines, so that these consistently support and extend babies' communication and
language.
Staff should use toddler mealtimes more purposefully to promote conversation,
independence and learning, including giving children more opportunities to make choices
and do things for themselves.
About this inspection
The inspector spoke with the provider, manager, the setting's early years consultant, staff,
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.

Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
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 19 August 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
64
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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