Anglo Spanish Nursery School

English and Spanish run side by side here. Ofsted rated this Clapham nursery Good in November 2024 and found that staff weave Spanish through the Early Years Foundation Stage, the national framework covering young children's areas of learning through play, development and care. Staff tailored this curriculum to children's development and interests. The setting at 152 Clapham Manor Street has capacity for 82 children in the current provider record and cares for children from infancy to age five.

Children experienced a busy but purposeful setting. Children moved freely between indoor and outdoor areas, explored snails in the garden and chose activities that interested them. Safeguarding arrangements were effective.

Babies, toddlers and pre-school children received experiences suited to their stage at the inspection. Babies crawled, toddled and climbed small indoor apparatus; toddlers explored age-appropriate toys in a quiet area; older children listened during stories and joined group games. The activities gave each age group a different route into movement, exploration, stories and shared play.

Communication is a defining thread. Staff spoke clearly in English and Spanish, repeated words for accurate pronunciation and used back-and-forth exchanges to extend vocabulary. Beyond the nursery, visits to local parks, playgrounds and libraries helped children encounter people and communities outside their immediate experience. Celebrations included Diwali, Black History Month and Halloween.

Daily outdoor exercise supported coordination and large-muscle development. Children received nutritious home-cooked meals and snacks. The garden discovery of snails is a small but revealing example: staff allowed children's curiosity to lead the encounter, connecting the physical environment with first-hand exploration. Uninterrupted time between indoor and outdoor areas also gave children room to persist with interests rather than changing activity whenever an adult timetable moved on.

Group experiences had a clear cultural dimension. Religious festivals and wider celebrations introduced traditions beyond children's own homes, while community trips made that learning concrete. Story sessions required older children to listen attentively, and group games gave them practice in joining shared activity. Those elements complement the bilingual emphasis by making language part of relationships and experiences, not an isolated lesson.

Care was especially strong at the youngest end during the inspection. Babies received close, attentive care that helped them become comfortable in the setting, while familiar support eased their later moves between nursery groups. Children with SEND were identified quickly, with staff, managers and external professionals working on personalised plans. Additional funding was used for resources intended to improve engagement, and children with SEND made good progress. This combination of early identification, individual planning and outside expertise gives parents a concrete basis for asking how support would be organised for their child.

Children developed positive friendships and showed a good sense of belonging. Staff reminded them about classroom rules when running or raised voices distracted others. The improvement point was more specific: adults did not always explain the effect of those actions on the child or their peers. Families can therefore distinguish between boundaries being present and the deeper explanation that the setting was asked to strengthen.

Parents reported attentive, approachable staff and strong communication. Progress feedback came through an online childcare app and daily conversations, giving families both a record and an immediate chance to exchange information. Managers also used observation and assessment to plan next steps. The second improvement point concerned execution rather than the absence of planning: an adult-led bug activity lost focus when other resources distracted older children. That makes the practical question for parents whether planned group activities are now adjusted quickly enough to keep children engaged.

The inspection recorded full day care from 8am to 6pm, Monday to Friday, throughout the year except bank holidays and one week at Christmas. It also recorded government-funded childcare. Families should request current written attendance patterns, funding arrangements and charges before applying.

• Behaviour guidance. Staff were asked in November 2024 to explain more consistently how children's behaviour can affect themselves and others. Families may want to ask what has changed since November 2024.
• Adult-led activities. Some planned activities did not hold older children's attention well enough to extend learning fully. Ask how staff now adapt these sessions when children become distracted.
• Current terms. Request the latest written fee, consumable and session information before comparing costs or schedules.

This is a genuinely bilingual early-years setting rather than one adding occasional Spanish vocabulary. It is best suited to families who want daily Spanish alongside English and value close communication with staff. Its strongest evidence lies in responsive care for babies, purposeful language work, support for children with SEND and unusually positive parent partnerships. The two November 2024 improvement points matter, especially for families who value calm group learning, but they sit within an otherwise Good inspection with effective safeguarding.