Fatemah Nurseries

A daily account of feeds, naps and play gives Fatemah Nurseries a concrete starting point for parents of babies. Its DAILY BABY PLANNER records activities, food, nappy changes and sleep for children under 18 months, connecting the nursery day with life at home. That practical attention sits alongside an open-plan baby space and learning zones for children preparing for school.

Fatemah cares for children from birth to five at 64 Buckleigh Road in Streatham, London, with capacity for 45 children. Ofsted rated it Good on 29 January 2025 and found safeguarding effective. The strongest examples from that January were hands-on: toddlers pretending to read, older children making shopping lists in their play, and mathematical ideas explored through sand.

Opening hours are 7.30am to 6pm, Monday to Friday. For families weighing care across several early-years stages, the room progression and individual records deserve as much attention as the overall judgement.

Rooms and Ages

The Baby Room, for birth to approximately two years, uses a large open-plan double room for exploration, messy activities and quieter moments, with an emphasis on early development. The Toddler Room, broadly for two- to three-year-olds, builds on those early areas of development through play and opportunities to practise new skills. In the Pre-School Room, for ages three to five, separate learning zones support different activities and increasing independence before school.

These age bands guide room allocation rather than dictate it. A move depends on a child's readiness and discussion with parents. That matters for a child whose confidence or development does not neatly match a birthday: progression is treated as an individual decision rather than simply a change of age group.

Learning and Activities

The Early Years Foundation Stage (EYFS) is the statutory framework for learning and development; here, daily activities combine adult-planned play with choices children make themselves. Individual learning profiles help staff track development and prepare for the next stage. The framework is the foundation, while the actual activities give parents a clearer picture of how a day takes shape.

Tappy Toes adds dance for toddlers and preschool children, alongside music, movement and sensory activities for babies who are not yet walking. Its resources include bubbles, bells and hoops. Yoga Bugs combines stories with yoga-inspired movements, giving children an imaginative context for physical activity. Mini- football uses movement and sporting techniques within games that invite children to take on characters. These additions give physical play several different forms rather than relying on one kind of exercise.

In January 2025, story props helped draw children into books and songs, while sand play introduced weight, volume and dividing objects into parts. Babies practised moving through tunnels and negotiating steps on indoor equipment; older children challenged themselves with stepping stones. Learning was embedded in things children could handle and try. The language work nevertheless needed more opportunities for children to retrieve and use unfamiliar words, rather than mainly hear them or give brief answers.

Relationships and Communication

Every child has a keyworker who gets to know them, follows their development and prepares their records. Each age group also has a room leader, with a reporting structure through the deputy manager to the manager. For parents, the keyworker provides a clear relationship around their child's progress rather than leaving communication entirely to whoever happens to be present.

For babies, staff gather information about routines at home to personalise care. The DAILY BABY PLANNER then gives parents of children under 18 months a record of the day's care and activities. Together, these arrangements address both sides of the handover: what staff need to understand about a baby and what parents need to know afterwards.

In January 2025, staff helped children settle with physical comfort and reassuring language, and made sure games included everyone. Parent communication included photographs, learning assessments and newsletters. Practical independence was also part of the day, with children practising dressing for outdoors and using cutlery. These are useful preparations for school that sit alongside early reading and writing.

Inclusion and Wellbeing

At its January 2025 inspection, Ofsted found that children with special educational needs and/or disabilities received good support, with prompt referrals and targeted learning plans developed alongside external professionals. This gives the inclusion judgement a practical basis: identifying a need led to discussion with parents and work with other agencies.

Support for emotions was less consistent in January 2025. Staff intervened in disagreements and reminded children about sharing, but did not reliably help them understand how to manage strong feelings themselves. That distinction matters: resolving an immediate dispute and teaching a child how to respond next time are different tasks.

Cooks prepare fresh dishes in the nursery kitchen, with breakfast, lunch, tea, snacks and fruit provided. The allergy policy uses information from parents, risk assessments where appropriate and individual dietary plans, while meal planning also accommodates cultural and religious dietary needs.

Sessions and Attendance

Fatemah opens Monday to Friday from 7.30am until 6pm. It operates throughout the year, closing for bank holidays and Christmas. These hours describe the operating window and give parents a clear endpoint for arranging collection.

Getting There

The address is 64 Buckleigh Road, Streatham, London SW16 5RZ. Enquiries can be made by telephone on 020 8765 0222, by email at nursery@fatemah.org.uk or through the contact form. Tours can also be scheduled to meet staff and discuss the care.

Funding and Paid Extras

In January 2025, the nursery offered government-funded childcare for children aged nine months to four years. Families should obtain a current written quotation for their proposed attendance, keeping the care arrangement and its costs together when deciding whether it fits their budget.

• Language in everyday play. January 2025 identified a need for more practice using new vocabulary. On a tour, ask how staff encourage children to explain ideas and reuse words introduced through stories and activities.
• Learning to manage feelings. Support for emotional regulation was inconsistent in January 2025. Ask how the team helps children recognise strong emotions and practise responses, beyond settling the immediate disagreement.
• Your baby's room and routine. The Baby Room has an open-plan double space, and home routines inform care. Ask how many babies usually share it and how staff organise sleep alongside active play for your child's routine.
• Allergy planning. Dietary plans draw on parental information, with risk assessment where appropriate. Allergy-affected families should confirm current kitchen practice and how their child's plan is communicated to staff.

Fatemah suits families seeking continuity from baby care through preschool, with individual records and a mix of adult-planned and child-chosen play. Tappy Toes and Yoga Bugs add concrete movement activities, while the baby planner makes day-to-day care easier to follow. The January 2025 Good judgement provides a positive inspection position, tempered by specific work needed on vocabulary practice and emotional regulation. Those two areas deserve attention alongside the appealing practical arrangements.