Working Mums Daycare & Pre-School, Mortlake

At the April 2025 inspection, baby comfort and growing independence stood out: lullabies for the youngest children, table-setting and pouring drinks for older ones. At its 2 April 2025 inspection, Ofsted judged the provision Good and found safeguarding effective.

Working Mums Daycare & Pre-School, Mortlake caters for children aged 3 to 60 months. Its address is Former Green School, 69 Lower Richmond Road, London, SW14 7HJ.

In April 2025, babies explored toy dinosaurs in a garden sand tray, while older children used imaginative play to practise conversation. Stories and children's suggestions for songs also featured in the day. These are concrete examples of learning through play, with opportunities to explore materials, listen and contribute ideas.

The nursery follows the early years foundation stage, the framework for children's learning, development and care: everyday play and practical tasks contribute to development alongside adult-led activities. In April 2025, older children compared shapes, including hexagons and ovals, and practitioners allowed time for children to answer during group activities. The emphasis was on participation rather than simply listening.

Assessment also shaped teaching in April 2025. Practitioners used observations to establish what children already understood and what to introduce next. That connects activities to individual development rather than treating participation as the end point. During a group activity, children paid attention, applauded and volunteered their ideas. Alongside stories and shape comparisons, these examples show children taking an active part in shared learning. Giving them time to answer mattered: conversation involved space for their own contributions, rather than adults supplying every response.

There were limits to that teaching. In April 2025, staff sometimes missed chances to build on learning during play that children initiated themselves. Older children also had fewer opportunities to extend their experiences beyond the nursery, although outings took place.

In April 2025, practitioners comforted babies through singing, gentle speech and physical affection. Predictable routines helped keep the day settled. For a parent choosing baby care, the useful detail is the combination of personal reassurance and an organised daily rhythm.

Older children practised doing things for themselves in April 2025, including removing shoes, preparing tables and serving drinks. Staff encouraged sharing and patience, making everyday routines opportunities to practise independence and consideration for others.

Communication with parents was regular in April 2025, keeping families informed about development. Children also practised handwashing, breathing exercises and stretching: care included small daily habits as well as emotional comfort.

In April 2025, staff took account of children's needs, including those learning English as an additional language, when planning the curriculum. For families using more than one language at home, the relevant point is that planning considered those needs. The inspection examples also place communication in everyday situations: imaginative play, songs and opportunities to respond to adults.

Behaviour expectations were clear in April 2025. Children rehearsed cooperation through sharing and waiting for a turn, while older children waited patiently before lunch. These were practical social experiences within the daily routine. Together with managing shoes and helping at mealtimes, they show preparation for greater independence through familiar tasks.

Opening hours are 8am to 6pm, Monday to Friday. The nursery operates throughout the year, closing for bank holidays and a week at Christmas.

In April 2025, it offered government-funded childcare for children aged nine months to four years. This is a dated participation statement rather than a guarantee of an individual child's entitlement or booking arrangement.

• Learning during spontaneous play. Extending children's ideas during self-directed play was an April 2025 improvement priority. Ask how practitioners now develop those moments alongside planned activities. A useful visit discussion would follow a child's idea from the initial play through the adult's response and the next learning opportunity.
• Older children's outings. Broader experiences beyond the nursery were another April 2025 priority. Ask how current outings connect with children's interests and learning. For an older child, the important distinction is between simply leaving the premises and using experiences beyond them to extend understanding.
• Funded attendance and extras. Government-funded childcare was offered in April 2025. How would your proposed attendance pattern work, including arrangements for meals and non-food consumables?

This nursery merits consideration for families who value gentle baby care and practical independence as children grow. Its April 2025 examples make those priorities tangible. The decision points are equally concrete: how staff extend spontaneous play and how older children experience the world beyond the nursery.