Gifted Hands Nursery & Pre-school

Doll washing for babies and a space-themed area for preschool children give Gifted Hands Nursery & Pre-school a recognisable character: activities follow what catches children's attention. In May 2024, these interests became starting points for play and conversation, rather than simply themes chosen by adults. That is the strongest thread in this Carshalton nursery's account of daily life.

At its 7 May 2024 inspection, Ofsted judged the nursery Good overall, found safeguarding effective and recognised effective SEND support through targeted help and collaboration with families and other professionals. The same visit identified two practical improvements: smoother changes between activities for babies and toddlers, and more ideas for parents to extend learning at home.

Its named rooms move from Seeds for babies through Acorns for toddlers to Oaks for preschool children, while attendance can be a full session, morning or afternoon.

Rooms and Ages

Seeds takes babies from 3 to 18 months, Acorns covers 18 months to 3 years, and Oaks serves children aged 3 to 5. These age bands give parents a clear picture of the progression between rooms. For younger children, the indoor spaces support early literacy and expressive arts; preschool learning includes reading and writing.

In May 2024, babies' interest in pretend play led to doll-washing activities, while preschool children explored a space-themed area developed around their interests. The examples matter because they connect an adult's planning with something a child already wants to investigate. Play becomes a route into learning.

Learning and Activities

The EYFS Framework shapes the curriculum, bringing children's learning, development and care together through play and planned activities. Here, the day makes room for both adult-planned experiences and children's own choices, indoors and outside. The morning includes circle time before the main activity period; later, children choose their play before closing.

In May 2024, early communication included slow speech and signing with babies. Older children encountered questions that encouraged them to explain and think further. Literacy activities included finding familiar letters, listening to stories and using props to create stories of their own, giving children several ways to connect spoken language with print and storytelling.

Outdoor and Community Life

Indoor and outdoor activities are scheduled in both halves of the day. Outdoor play therefore sits within the daily routine, alongside time inside.

In May 2024, children used slides and tunnels and took part in running and ball play. Sand activities also brought adults into children's play: staff demonstrated tools and developed conversations while children built castles or searched for dinosaurs. Physical movement and language were woven into the same experience.

Relationships had a practical role in May 2024: staff used their knowledge of children's interests and next learning steps to plan activities. Adults modelled considerate behaviour, encouraged sharing and helped children take turns. Calm conversations and encouragement supported children when emotions needed attention.

A designated special educational needs coordinator worked with parents and other professionals in May 2024, arranging targeted support. Development was monitored so that staff could respond to gaps in learning. This gives families a concrete support mechanism to discuss, rather than a broad promise about inclusion.

Communication with parents used an online app in May 2024, alongside reports and observations. The improvement point concerned what happened beyond those updates: families wanted more practical ideas for learning at home. Information about a child's day and suggestions for what to try next serve different purposes.

Independence also featured in May 2024. Babies and toddlers fed themselves, while older children practised getting ready for outdoor play. The current lunch routine encourages children to eat independently and, especially in preschool, pour their own water. Breakfast offers fruit, toast and cereals, and tea is prepared fresh that day.

Sessions and Attendance

The address is Gaynesford Lodge, Blake Close, Carshalton, SM5 1LJ. Opening hours are 8am to 6pm, matching the full-session window.

Three attendance patterns have clear boundaries: Full Session runs from 8am to 6pm, Morning Session from 8am to 1pm, and Afternoon Session from 1pm to 6pm. The afternoon begins as the morning ends, so the shorter bookings divide the day at a consistent point. The fees and sessions page sets out these patterns.

Breakfast runs from 8am to 9am, followed by the morning's play and planned activities. Lunch falls between 11.30am and 12.20pm; the afternoon combines another activity period with tea between 4.30pm and 5pm. Those timings help parents understand which parts of the routine fall within each booking.

Enquiries can be made by telephone on 0208 2558 071 or by email at info@giftedhandsnursery.co.uk. Show-arounds can also be booked through the contact route.

Funding and Paid Extras

The nursery accepts 2, 3 and 4 year old funding. That participation is separate from the choice between a full session and a shorter booking; it should not be read as a promise that any particular attendance pattern is funded.

• Changes between activities. In May 2024, waiting and last-minute alterations sometimes disrupted babies' and toddlers' routines. On a visit, ask how staff now organise these changes in Seeds and Acorns.
• Learning beyond nursery. In May 2024, parents received updates but wanted more ideas to use at home. Ask for an example of how an observation becomes a practical activity for the family.
• Funding and everyday costs. Funding is accepted for children aged 2, 3 and 4. Before choosing a session, ask how funded hours are arranged and what the quotation includes for meals and non-food consumables.

Gifted Hands suits families choosing between morning, afternoon and full-session care, with named rooms spanning babyhood to preschool. In May 2024, children's interests shaped activities, children created stories using props, and everyday routines gave them opportunities to practise independence.

The May 2024 judgement provides a positive assessment with useful qualifications. For parents of younger children, the organisation of changes between activities deserves attention; for every family, practical ideas for learning at home would make the communication more useful.