Balham Nursery School

What Ofsted said

From the inspection on 29 January 2025

Children flourish at Balham Nursery School. They feel safe, happy, and well cared for. A strong sense of community permeates the school. As one child expressed it, 'we are all friends here'. The positive relationships enable children to trust that adults will listen to them and act on any concerns. The school has high expectations of all its children. It ensures that staff support children's learning and personal development skilfully. Children rise to these expectations, engaging with enthusiasm and taking pride in what they do. For example, in activities related to early mathematics, children confidently explore mathematical concepts using hands-on materials. They show a growing understanding of important knowledge. Children's behaviour is exemplary. They are kind, considerate and respectful towards one another and staff. They engage well in activities and their interactions during play are cooperative and positive. Instances of challenging behaviour are rare and managed swiftly and sensitively by staff, who provide consistent and nurturing support. The school offers a range of enriching opportunities beyond the classroom, such as nature walks, and visits to local parks and to the local library. These experiences broaden children's horizons, foster their curiosity and develop their keenness to explore. For example, children explained how they had made bird feeders and then learned the names of different bird species.

What the school should improve

• Sometimes, the school does not ensure that staff are fully confident in developing children's communication, language, and early mathematical understanding. At times, teaching choices are not helping to deepen children's vocabulary or thinking. This means that some children do not develop some key skills as securely as they could. The school should ensure that staff's expertise is strengthened, so that teaching supports children's communication, language, and early mathematical development consistently well.
• The way activities and questions are adapted for younger and older children is not always clear. At times, learning does not build as precisely as it could on what children already know and can do. As a result, some children do not make as much progress as they could through the school's curriculum. The school should ensure that all areas of the curriculum are carefully sequenced so that all children benefit consistently from activities and questions that support their next steps in learning.

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