Monkey Puzzle Streatham Common Day Nursery

Monkey Puzzle Streatham Common Day Nursery
Unique reference number (URN): 2742020
Address: Monkey Puzzle Day Nursery Streatham, 496 Streatham High Road, London, SW16 3QB
Type: Childcare on non-domestic premises
Registered with Ofsted: 11/09/2023
Registers: EYR
Registered person: BBM Nurseries Ltd
Inspection report: 27 February 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
All children make appropriate progress from their starting points and achieve their individual
next steps, including children who face barriers to their learning and/or wellbeing. Children
gain relevant skills as they progress through the classrooms. For example, children become
increasingly independent in recognising their water bottle, drinking from an open cup and
serving their own water.
Children develop good language and communication skills through singing and reading.
They have daily opportunities to speak with adults and peers at the setting. Therefore,
children gradually begin to engage in lengthy conversations and become confident
speakers. This supports them as they move on to the next stage in their learning.
Behaviour, attitudes and establishing routines Expected standard
Children have positive attitudes towards learning and trying new skills. Parents comment
positively about children's development and their eagerness to attend the setting. Staff teach
children how to become increasingly independent through routines. For example, older
children independently set up the tables, serve their meals and help staff with tidying up at
lunchtimes.
Staff are positive, kind and respectful role models who regularly set clear expectations for
children's behaviour and praise them. As they read to children, staff encourage children to
repeat storylines to resolve conflicts, and children hug themselves to say 'I love myself'. This
supports children's confidence and social skills as they play collaboratively. Leaders put in
place effective strategies to promote and track the daily attendance of children.
Leaders reflect on their current routines to make adjustments so that children's individual
needs are well supported. Staff ensure that any changes in the routines are to facilitate
effective learning opportunities for children with barriers to their learning. For example, they
implement visual timetables and create individualised social stories to support children with
special educational needs and/or disabilities.
Children's welfare and wellbeing Expected standard
Leaders understand the importance of babies' attachments with key persons. Staff's warm
and welcoming attitudes enable children to form good relationships. A well-thought-out
'buddy system' and sharing of information helps all staff to know each child well and
supports them when the main key person is not present. As a result, children feel happy,
secure and free to explore and learn in the nursery.
Leaders work towards helping children establish healthy eating habits. For example,
children explore how vegetables grow and learn about the nutritional values of those
vegetables. Additionally, staff teach children how to keep themselves safe from harm as they
play and during their regular outings.

Children begin to develop an understanding of their emotions through discussions, activities
and storytelling. They feel secure enough to express their thoughts and feelings with peers
and adults, and staff are responsive to support children through these feelings.
There is a strong emphasis on keeping babies and children safe while they eat and sleep.
Leaders have embedded an effective system to manage children's allergies with information
place mats. This helps staff identify the children's dietary requirements quickly and teaches
children to become independent in recognising their own needs.
Curriculum and teaching Expected standard
Leaders evaluate their curriculum to systematically work on closing any gaps in teaching
and improve the outcomes for all children. Staff offer a calm and nurturing environment for
children so that they can feel secure and explore. For example, babies can practise their
coordination as they walk and also balance play food on a tray.
Staff teach independence skills to children in each classroom. For example, preschool
children take part in the daily tasks, such as setting up the table for mealtimes. They are
confident at serving their own meals and dressing up for the garden. Children are physically
active, both indoors and outdoors, to develop their motor skills.
Children learn new language skills through singing, storytelling and repetition. For example,
staff integrate mathematical concepts such as quantities, shapes, heaviness and lightness
into conversations with children. All children, including babies, begin to develop a love of
reading. They bring books to their key persons to read for them and listen to them
attentively. Staff support children's literary interests by linking a book to each of their
activities.
Staff offer a variety of inviting activities where children have fun and learn as they play.
However, in the toddler room, some large-group activities do not always capture the interest
of all children. At these times, staff do not continuously recognise children's interests and
learning needs.
Inclusion Expected standard
Staff have a thorough understanding of each child's interests and objectives in their rooms.
They establish clear communication with each other to be able to support children's
individual needs. Leaders support staff to accurately check children's starting points and
ongoing milestones through available tools. This helps staff to assess how children
progress, identify any gaps in their learning and set appropriate targets.
Leaders and staff put additional strategies in place to ensure that children with special
educational needs and/or disabilities have the same level of access to daily learning
experiences as other children. For example, leaders and staff create social stories to enable
children to understand their routine at the setting better and use visual props to signal what
happens next.
Leaders and staff collaborate closely with families to determine when children may need
additional support. They use their professional knowledge to implement strategies and

utilise their close links with the local authority to seek external help when it is necessary.
Leadership and governance Expected standard
Leaders understand the strengths of the nursery, and they have a clear plan for further
development. They work closely with staff and parents of the setting to continuously identify
and improve standards in the best interests of children. This reflective practice has a
positive outcome overall for children's learning and wellbeing. Leaders recognise that they
are on a journey with embedding recent changes in their curriculum and practice. For
example, they recently made changes in the layout of the baby room to enable more space
for babies to crawl and pull themselves up so that babies can progress better in their
physical development. Leaders focus on continuing to support staff in their skills and
knowledge to embed all changes fully.
Staff speak positively about the professional support and learning opportunities they receive
from the leaders and express their contentment working at the setting. Leaders create a
welcoming and collaborative environment for families so that they can raise their questions
and concerns directly with those who can make a difference. Additionally, they establish
strong partnerships with external professionals and seek their advice to support children's
individual needs, including for children who face barriers to their learning.
What it's like to be a child at this setting
Staff welcome all children with warmth, and they value each child individually. Children build
positive relationships with all staff and their peers through their daily experiences. Whenever
children feel unsure, sad or frustrated, staff are responsive, and they guide children with
care. In return, children feel confident to seek emotional reassurance from adults. For
example, they approach the staff for a hug or express what makes them sad. Leaders and
staff value children's need for attachment and strengthen their practice to ensure a strong
bond with children. This helps children, including young babies, feel happy and safe and to
develop a sense of belonging at this setting.
Parents speak highly about the support and open communication they receive around
children's wellbeing and learning. This strengthens the partnership between parents and the
setting, which supports children's continuous learning.
Younger children play alongside each other and join in activities that staff prepare for them.
They are generally eager to learn and attentive during learning experiences. Older children

Inspector:
Ozum Alvim
About this setting
Unique reference number (URN): 2742020
Address:
Monkey Puzzle Day Nursery Streatham
496 Streatham High Road
London
SW16 3QB
collaborate well, and they explore activities provided by staff to extend their learning. For
example, while observing a tray with ice, staff support children's curiosity by helping them
add foamy water and flowers on the tray. This encourages children to experiment with their
ideas and gradually observe cause and effect in their play. Children learn how to socialise
and express their thoughts as they begin engaging in age-appropriate conversations with
staff and peers. Staff identify children's current achievements and plan children's next steps
through a variety of assessments. As a result, children learn and develop the skills and
knowledge they need.
Next steps
Leaders should reflect on practices to ensure that teaching has the same consistency
across the whole setting.
Leaders should consistently build the curriculum on children's prior knowledge and skills.
Leaders should continue to support staff's professional development to improve the
practice in line with leaders' priorities.
About this inspection
The inspector spoke with setting 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.
A quality assurance visit by an additional inspector was carried out at this inspection.

Type: Childcare on non-domestic premises
Registration date: 11/09/2023
Registered person: BBM Nurseries Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Lambeth
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 27 February 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
69
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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