Growing Beans Tooting Preschool

Relaxed mealtimes, shared books and outdoor outings sit alongside a serious question about how precisely learning is planned at Growing Beans Tooting Preschool. This Mitcham Road setting has 24 places in total. Its strengths in everyday routines need to be weighed against weaknesses in teaching and additional support.

At its January 2026 inspection, Ofsted judged behaviour and routines, and children's welfare and wellbeing, to meet the expected standard, while achievement, curriculum and teaching, inclusion, and leadership and governance needed attention; safeguarding standards were met. The children attending that January were aged two to four. These are separate area judgements, rather than an overall grade.

The early years foundation stage is the required framework for children's learning, development and care, bringing learning and everyday care together. In January 2026, activities included constructing train tracks, exploring paint and modelling materials, dressing up and caring for dolls. Shared books prompted laughter and conversations about stories, while drawing gave children opportunities to practise pencil control.

Mathematics appeared in brick counting and discussions about measurements. The improvement requirement was to make mathematical learning more purposeful and connect it more closely to each child's next steps. Enjoyable activities alone were not enough: planning needed greater precision.

Outdoor exercise involved regular trips to another local nursery run by the same provider. In January 2026, children used hoops, wheeled toys and see-saws there, with road-crossing routines forming part of the journeys. That arrangement matters when weighing the setting's outdoor day: these experiences involved outings to another site.

At the January 2026 inspection, Ofsted found that staffing changes had weakened oversight of additional support, assessments and referrals were delayed, and learning targets and communication support were insufficiently tailored, although children had positive relationships and staff shared progress with parents. Additional funding had been secured for children facing learning barriers, but arrangements for evaluating its effect were still developing.

In January 2026, children practised practical independence through toothbrushing, toileting and putting on coats. A morning song gave them an opportunity to talk about feelings. Staff also discussed routines and attendance with parents, linking home and nursery experiences.

Freshly prepared meals formed part of the January 2026 day: children chose and served food, ate at their own pace and cleared their plates. These routines gave them practical responsibilities as well as time to talk together.

The address is 227 Mitcham Road, London, SW17 9JG. In January 2026, opening hours were 7.30am to 6.30pm, Monday to Friday. This describes the opening window at that time.

The January 2026 requirements carried a completion date of 27 February 2026. They covered timely specialist advice and targeted support, more effective individual planning for mathematics, and stronger opportunities for communication and language, including staff interactions.

• Individual learning. January 2026 planning was too broad, especially for mathematics and communication. On a visit, ask to see how an individual child's next steps now shape activities and staff interactions.
• Additional support. Delays in assessments and referrals were a central January 2026 concern. Families whose child needs extra support should ask how referrals, targeted plans and the effect of funded support are now tracked.
• Outdoor arrangements. January 2026 outdoor play included visits to another nursery operated by the provider. Ask how those outings fit into the day and how individual toileting needs are accommodated.

Growing Beans Tooting Preschool merits consideration from families who value shared play, practical independence and outdoor outings. The January 2026 picture also demands close scrutiny of individual teaching and support. A decision should give those improvement requirements substantial weight alongside the strengths in routines and relationships.