The Battersea Nursery And Pre-School Academy

The Battersea Nursery And Pre-School Academy
Unique reference number (URN): EY550531
Address: Unit A3, 5 Riverlight Quay, London, SW11 8DX
Type: Childcare on non-domestic premises
Registered with Ofsted: 01/08/2017
Registers: EYR, CCR
Registered person: Busy Bees Nurseries Limited
Inspection report: 16 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.

Expected standard
Achievement Expected standard
Children develop well from their starting points and are well prepared to move on to their
different stages of their learning, such as school. They gain a wide range of skills across all
areas of the curriculum and develop a positive attitude towards learning.
Children confidently communicate with staff and their peers and develop positive
relationships. They learn to talk about their feelings and the impact they have on others. As
a result, they are thoughtful and kind to each other. Children develop strong physical skills.
For example, young babies enjoy tummy time as they are encouraged to reach for different
toys. Older children explore a range of dance and sports sessions, developing their
coordination.
Behaviour, attitudes and establishing routines Expected standard
Staff are positive role models and have high expectations for children. As a result, children
learn to be kind and gentle to their friends, and staff encourage children to think about their
feelings and the impact on others. Staff provide a range of opportunities to teach children
how to share and take turns through games and daily activities. For example, older children
enjoy helping to set the table at mealtimes and giving food out to their friends.
Children have secure relationships with staff, babies enjoy cuddles and seek staff out for
comfort. Older children enjoy sharing their news and ideas with the staff who listen well,
building children's confidence. Staff know the children very well and consider their individual
needs and circumstances when supporting them to meet expectations. Staff follow effective
transition processes and spend time getting to know the children and parents before they
start the nursery and when children move rooms.
Leaders and staff implement an effective attendance policy and regularly monitor children's
attendance, working with parents and other professionals if needed. At times, transitions
between activities are not organised as effectively as possible. Children become distracted,
lose interest quickly and can be disruptive.
Children's welfare and wellbeing Expected standard
Leaders and staff implement effective care practices to meet children's individual needs.
They adapt these when needed to ensure that all those who face barriers to their learning
are included and can thrive. The relationships between staff and children are very positive.
Children are encouraged to explore the environment and are given gentle reminders about
how to keep themselves safe. They are eager to be in the outdoor area and access a range
of equipment and experiences that promote their physical health and wellbeing.
Staff follow effective hygiene procedures and encourage children to learn these as well.
Children learn to wash their hands and the importance of this. They also learn about oral
hygiene and older children manage self-care routines well. Staff encourage children to be

independent. For example, babies learn to feed themselves and older children learn to serve
themselves during snack times and pour their own water. Staff implement effective
procedures to support children's dietary requirements and talk to children about healthy
eating, supporting their understanding of healthy lifestyles.
Staff place a strong focus on supporting children's emotions and encourage children to talk
about how they feel. For instance, older children look at different facial expressions and talk
about how they feel. As a result, children learn to express their feelings confidently. Staff
collect a variety of information, including children's likes and dislikes and other agencies
involved in children's learning, to ensure that all children make progress and feel safe and
settled in the nursery.
Curriculum and teaching Expected standard
In general, leaders and staff have an understanding of the curriculum and ensure that it is
embedded across the nursery. Staff confidently describe what they want children to learn
and how they will support them, including adapting their teaching to support children with
special educational needs and/or disabilities. The curriculum is typically taught well and
children develop across all areas of learning. Staff complete regular observations and
closely monitor children's development. Children develop effective physical skills. For
example, young children learn to crawl through tummy time and pull themselves up on
furniture as they learn to walk. Older children learn fine motor skills as they learn effective
pencil control and give meanings to their marks. Staff support children's early mathematical
knowledge well. For instance, young children are encouraged to use number language
through play or daily routines. They also explore a range of puzzles as they learn to fit
different shapes together. Throughout all activities, staff provide lots of praise and
encouragement, supporting children's self-esteem and confidence.
All children are settled and enjoy being at the nursery. Overall, staff support children's
communication and language well. Staff are engaging and provide a variety of opportunities
for children to share their views and express their ideas. Staff have recently completed
training around their curriculum, which has supported them in understanding how children
learn and how they can support this. This has had a positive impact on children's
development. Children gain confidence in group participation, develop social skills and are
encouraged to express themselves.
At times, the quality of teaching is not consistently strong. Sometimes, staff lack confidence
when supporting children's communication skills, or do not allow children to try things for
themselves during activities to support their fine motor skills.
Inclusion Expected standard
Leaders and staff have effective systems in place to reduce any barriers that children may
face in relation to their learning and wellbeing. Staff engage with parents and other
professionals to ensure that all children's individual needs are met. For example, for children
who speak English as an additional language, staff collect words from parents, use visual
aids and learn home languages to support children's communication skills.

Staff effectively monitor children's development through regular observations and monitoring
tools, enabling them to quickly identify any gaps in children's learning. They work closely
with other agencies to support children's needs. As a result, all children make progress from
their starting points. Skilled practitioners have attended relevant training and support staff if
they have any concerns about a child's development. The nursery currently does not have
any children on roll in receipt of additional funding. However, they do share information with
parents about how to access this. Leaders and staff have a good understanding of how they
would support children with additional needs and are fully prepared for when they do.
Leadership and governance Expected standard
The new leadership team has had a positive impact on the setting. They regularly reflect on
their practice and identify areas of strength and what else they can do to develop the
nursery further. Staff are well supported in their roles and feel valued by the new leadership
team, who are mindful of the staff's workload. They have access to a range of schemes to
support their health and wellbeing outside of the nursery. Leaders also encourage staff to
complete a variety of training, with a keen focus on the curriculum, which has supported
staff's understanding of how children learn. However, this could be development further.
Leaders also complete regular supervisions and observations, providing feedback to staff to
develop their practice and improve outcomes for children.
Although the setting currently does not have any children with special educational needs
and/or disabilities attending, leaders and staff have the knowledge and skills needed to
support children with additional needs, including working closely with other professionals.
Leaders and staff work closely with parents and involve them in their children's learning.
Parents have access to an online application where they can view photographs and
progress reports. They attend regular events, such as parents' evenings and celebrations.
Staff share a wealth of information to support families at home, such as information about
weaning, toileting and sleep routines. However, staff do not consistently provide parents with
information about how they can support their children's learning at home.
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

What it's like to be a child at this setting
Leaders and staff provide a warm and welcoming environment where children arrive
confidently each morning ready to start their day. Children are pleased to see staff members
and their peers. They share their news and quickly settle down, making choices from a wide
range of activities available. Staff know the children very well and what they want them to
achieve. They plan a wide range of fun and exciting activities for children to explore, and
engage positively with children to support their learning. Staff regularly monitor children's
development and quickly identify any areas where a child may need additional support.
They effectively put plans in place and work with parents and other professionals to ensure
that all children, regardless of their starting points, make progress.
Children have a positive attitude to learning and all want to have a go, try new things and
share their ideas. Staff listen to children's ideas and children feel valued. Children have a
wide range of opportunities to develop their physical skills in the well-resourced gardens.
They also attend regular extra-curricular sessions, including ballet, football and drum
classes. Children are encouraged to be independent and are given opportunities to do
things for themselves.
Children are supported to manage their feelings and behaviour, and staff provide
reassurance and support when needed. Staff encourage children to talk about their feelings
and how different actions make them feel, and eventually to try and resolve minor conflicts
between themselves.
Leaders and staff have been developing their partnership with parents and keep them up to
date with their children's learning. Parents receive regular updates through an online
application of what children do at nursery and attend regular events, meetings and
celebrations. Staff monitor children's attendance and share with parents the importance of
consistency.
Next steps
Leaders should continue to support staff to become more confident in their teaching skills,
and to develop a strong understanding of how they assist children's learning even further.
Leaders should review transition times during the day to ensure that all children remain
engaged and interested and do not become distracted from learning.

Inspector:
Becky Phillips
About this setting
Unique reference number (URN): EY550531
Address:
Unit A3
5 Riverlight Quay
London
SW11 8DX
Type: Childcare on non-domestic premises
Registration date: 01/08/2017
Registered person: Busy Bees Nurseries Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Wandsworth
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
Leaders should support staff to continue to develop relationships with parents, including
sharing ideas of how they can support children's learning at home.
About this inspection
The inspector spoke with leaders, practitioners 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.

This data is from 16 January 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
96
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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