Toad Hall Montessori Nursery School

A role-play post office gives a useful picture of Toad Hall: children write to friends and family, weigh parcels and practise recognising numbers through play. These November 2025 activities make learning tangible, connecting early writing and mathematics to something children can understand.

Toad Hall Montessori Nursery School has capacity for 20 children aged two to five in Kennington. At its November 2025 inspection, Ofsted judged the evaluated areas to be Strong standard, with safeguarding standards met, and found substantial progress, including for children with special educational needs and/or disabilities.

In November 2025, the early years foundation stage linked learning, development and care through everyday play: making play dough brought together conversation, hand control, measuring and experimentation. Children stirred ingredients, compared spoon sizes and explored how colour changed as they mixed materials. One activity served several purposes.

A reading corner supported shared stories, while magnifying glasses helped children examine minibeasts and think about suitable habitats. Children helped shape activities through their interests, giving them a part in deciding what to explore. The garden offered practice in balance, throwing and catching; regular outings extended physical activity beyond the nursery.

Two small details capture the social side of the day. In November 2025, the wiggle song reminded children to treat friends gently, while celebration of work scrapbooks gave them something concrete to revisit with adults. Learning included recognising their own achievements and respecting other children's creations.

Storytelling also became shared performance in November 2025. Children chose cushions, listened to a story about a tiger coming to tea and took turns playing the tiger, using props to act out the narrative. Remembering the next part and joining in familiar phrases gave them an active role in the story. This connected listening with participation: children could contribute through speech and acting, while waiting for a turn made the activity a practical exercise in sharing attention with others.

In November 2025, children sought familiar adults for comfort and to share their work. Feelings were discussed during group activities, with individual conversations and role play providing further opportunities to work through emotions. Regular yoga included stretching and breathing exercises. Parents could return to help children settle again following an absence.

Support for additional needs included individual targets, reviews and meetings involving families and external professionals. Children learning English also had opportunities to use their home languages. These were practical mechanisms for tailoring the day, rather than a single approach applied to everyone.

Families received ideas for extending activities at home. Healthy eating guidance accompanied requests for fruit and vegetables to share, and children explored unfamiliar tastes and textures. These arrangements belong to November 2025.

Behind that daily care, November 2025 practice included daily mentoring for less experienced staff and regular team discussions about the curriculum. Training for supporting specific needs was adapted to individual children, linking professional learning to the help a child received during the day. Attendance and punctuality were also monitored to protect continuity. Together, these arrangements made staff development and consistent participation part of the care picture, alongside the more visible conversations, comfort and activities children experienced with familiar adults.

The address is 37 St. Marys Gardens, Kennington, London, SE11 4UF. Attendance is term time, which makes the nursery calendar an important part of a family's childcare planning.

Preparation for starting school was part of the November 2025 experience: choosing activities independently, following routines and taking turns gave children practice in managing a shared learning space.

• Term-time planning. Attendance follows a term-time calendar. What are the weekday finish times and holiday closure dates for the attendance pattern you need?
• Support for individual needs. November 2025 arrangements included reviewed targets and professional involvement. Families needing additional support should consider how those mechanisms would fit their child's priorities.
• The next development priority. In November 2025, Ofsted asked leaders to sustain high standards and strengthen the impact of their work for disadvantaged children, children with additional needs, children with current or past involvement with children's social care, and children facing other barriers to learning or wellbeing. This is a useful lens for assessing how support translates into a child's daily experience.

Toad Hall suits families seeking term-time provision for children aged two to five, with practical learning and personal independence central to its November 2025 character. The post office, minibeast exploration and shared scrapbooks give that account substance. Its inspection position is strong; the next priority is making the benefits of provision count even more for children facing barriers.