Little Forest Folk Wimbledon Village

Little Forest Folk Wimbledon Village
Unique reference number (URN): 2743042
Address: Wimbledon Common Golf Club, Heston Court Business Centre, 19 Camp Road, London, SW19
4UW
Type: Childcare on non-domestic premises
Registered with Ofsted: 07/08/2023
Registers: EYR
Registered person: Little Forest Folk Too Ltd
Inspection report: 16 January 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Strong standard
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.
Behaviour, attitudes and establishing routines Strong standard
Staff teach routines in a highly impactful way. They consider the needs of individual children
to help them to understand rules. For example, staff use actions to help reinforce
expectations to children with barriers to their learning. As a result, children have an excellent
understanding of the rules that keep them safe. For example, children know how to sit when
they are eating to keep them safe. Staff ask children to agree on changes to routines where
necessary. This helps children to feel heard. This is reflected in the harmonious and
respectful culture at the nursery.
Staff have exceptionally warm relationships with children, who are excited to see them.
Children proudly share their achievements with staff. Staff work with children to help them to
develop key thinking skills. For example, staff talk to children about the best way to
approach more difficult tasks, such as climbing on equipment safely. Children receive the
support they need to excel when they find things tricky. This helps children to develop
positive attitudes to learning even when they experience setbacks.
Leaders tackle barriers to attendance swiftly by providing support to families. Where
appropriate, they adapt their curriculum to ensure that children do not miss out on key
experiences.
Children's welfare and wellbeing Strong standard
Staff ensure that routines consistently prioritise children's emotional and physical health and
wellbeing. Leaders strategically adapt their policies to meet the needs of individuals. For
example, they closely consider the ages and stages of development of children when
implementing their risky play policy. This ensures that children's physical and emotional
safety is met consistently in practice.

Expected standard
Deep and trusting relationships between staff and children underpin the culture of the
nursery. Staff step in when children need comfort and help them to understand their feelings.
They closely consider the wellbeing needs of individual children. For example, leaders
ensure that safe sleep practices are embedded in practice to support toddlers.
Staff teach children keep themselves safe. Children develop a deep sense of responsibility
for themselves and each other. For example, in adverse weather conditions, children listen
to staff and take on board rules that help to keep them safe. Staff foster a culture of physical
health among children. They promote wholesome and nutritious foods, and teach children
about what helps them develop strength. Children learn to stay hydrated and to eat foods
that give them energy. As a result, children develop life-long habits to enable them to make
consistently healthy choices.
Achievement Expected standard
Children typically achieve well. Their learning would be extended further with a stronger
shared focus on individual learning styles by staff. Children enjoy their learning. They feel
excited to join in at activities. The relationships children have with staff help them to express
their learning needs. For example, children feel able to request to spend longer at activities
or repeat them. They have the time they need to gain skills and knowledge across the
curriculum.
Children receive the support they need to express themselves. They feel comfortable to
speak to staff and ask questions to learn about the world around them. Children learn key
vocabulary that helps them to communicate. They all make progress in their speaking and
listening skills from their starting points. All children, including those with barriers to their
learning, are well prepared for the next stage of their education and future lives.
Curriculum and teaching Expected standard
Teaching across the nursery is of high quality. Staff identify children's next steps and use
this information to create opportunities for children to make progress. Staff typically adapt
their teaching to consider all children's next steps. Leaders recognise that strengthening
consistency by staff in adapting their teaching for individual children will help children to
excel further in their learning and development.
Leaders and staff share a strong ethos. They aim to teach children to be resilient through
meaningful experiences that shape their respect for the natural environment. Staff create a
curriculum that encompasses opportunities to learn across all areas of the curriculum. Their
interactions are of a high quality across the nursery. Staff explicitly teach children to take
part in conversations and extend their vocabularies. Every child feels heard and listened to.
Staff give children the time they need to process information and respond. Children develop
high levels of fluency.

Staff explicitly teach children mathematical skills. They encourage children to count and
explore quantities. Staff skilfully support children to gain social skills. They role model how to
build and maintain friendships with others. Children develop key physical skills that help
them to feel confident. They are well prepared for their future education.
Inclusion Expected standard
Leaders and staff identify children's needs quickly, this includes gaps in their learning. They
use this information to make sure that the curriculum is accessible for all children. For
example, staff identify children who have physical barriers to learning. They adapt the
learning environment to support children to access and use equipment safely. Leaders
understand that some children need expert support in their learning. For example, they take
steps to support children who speak English as an additional language to access the
curriculum. Staff have relationships with external partners to obtain advice, where required,
to support children's learning.
Leaders ensure that staff receive training on how to create support plans for individual
children and review their progress. This helps them to have a secure understanding of
children's needs. Leaders are reflective of their practice. They identify professional
development opportunities for staff that focus on the learning needs of individual children.
For example, staff have received training on using sign language in the nursery. This helps
staff to promote children's ability to express themselves with confidence.
Leadership and governance Expected standard
Leaders are highly reflective of their practice. They regularly review how to support staff to
continue to develop teaching. Staff do not always have the most extensive opportunities to
share how they support individual children. They know that strengthening how they
consistently implement these strategies is important to extend children's learning further still.
Leaders demonstrate an unwavering commitment to promoting their ethos. They set out
clear expectations to staff, parents and carers and children to help ensure that everyone
understands their roles and responsibilities. Staff feel well supported by leaders. This
ensures the smooth running of the nursery.
Leaders provide opportunities for staff to engage effectively with parents and carers. They
support parents to understand about children's learning. Leaders ensure that parents feel
listened to, providing flexible opportunities for children to settle in at the nursery. Their
communication with parents is effective and helps them to extend their children's learning at
home.

Inspector:
Kate Daurge
What it's like to be a child at this setting
Staff teach children to try hard even when things are tricky. For example, when teaching
children physical skills, staff identify children who are not walking and running steadily. They
create activities that promote their balance and core strength. Staff consider how to extend
children's learning by teaching them to be independent. Children learn to change outfits and
select weather appropriate clothing. They become determined learners, who persevere.
Children develop a deep sense of belonging at the nursery. These feelings of emotional
security are rooted in the excellent and shared routines that support children's safety and
wellbeing. For example, staff involve children in creating rules that keep them safe. They
reinforce these to children at every opportunity. Children learn to look out for danger in the
forest and react appropriately. For example, they learn what to do if they see dog walkers.
Children feel excited to share the routines that keep them safe.
Staff celebrate the uniqueness of all children. They have a secure understanding of the
personalities of different children at the nursery. For example, staff identify children who lack
confidence in social situations. They teach them to express themselves and negotiate with
other children. Leaders ensure that children's attendance is monitored so they do not miss
out on building relationships and key learning. Staff have warm and trusting relationships
with every child. This helps children to feel a positive sense of belonging in the nursery.
Next steps
Leaders should develop how the curriculum is implemented consistently across all areas
of learning, to help children to excel further in their learning and development.
About this inspection
The inspector spoke with leaders, staff 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.

About this setting
Unique reference number (URN): 2743042
Address:
Wimbledon Common Golf Club, Heston Court Business Centre
19 Camp Road
London
SW19 4UW
Type: Childcare on non-domestic premises
Registration date: 07/08/2023
Registered person: Little Forest Folk Too Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Merton
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 16 January 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
20
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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