Three Four Five Nursery School

Seeds, herbs and stories shaped Three Four Five Nursery School's September 2025 inspection: children explored plants, talked through ideas and practised doing things for themselves. At its September 2025 inspection, Ofsted rated the nursery Outstanding overall and in every assessed area.

Based at Fitzhugh Community Clubroom in London, SW18 3SA, the nursery has capacity for 50 children. In September 2025, the children attending were aged two to four; provision ran during term time.

In September 2025, learning connected practical exploration with conversation. Children visited a local garden centre to buy seeds, while younger children investigated herbs through touch and smell. Discussions about seedlings and cress gave vocabulary a concrete purpose.

The early years foundation stage is the required framework for learning, development and care: here, its inspection-era examples included stories, mark-making, counting and physical play. Staff invited children to join stories through actions and words, then recall earlier books. Chalk, brushes and play dough gave children different ways to practise movements used in writing.

Outdoor learning also had substance. In September 2025, children took part in forest-school activities in the adjoining park, extending their learning outdoors. In the garden, climbing, jumping and balancing supported physical practice; an outdoor number board made recognising numbers part of an active game. Staff also introduced deliberate mistakes for children to spot and explain, giving reasoning a place alongside remembering.

At the September 2025 inspection, Ofsted found safeguarding effective and praised support for children with special educational needs and/or disabilities (SEND), including collaboration with parents and speech and language therapists.

In September 2025, managers and key persons made home visits before children started. Information about interests and family routines then shaped conversations and care, creating a connection between home and nursery.

Emotional support was practical. During that month, younger children used pictures on mats to identify feelings, while a sand timer helped children share outdoor resources. Children served their own snacks, giving everyday routines a role in practising independence.

Staff also discussed individual learning to plan next steps. In September 2025, school staff visited the nursery to get to know children preparing to move on: transition involved contact with the adults children would meet next.

Fitzhugh Community Clubroom, London SW18 3SA, is the nursery's address. In September 2025, sessions ran from 8.30am to 3.15pm, Monday to Friday, during term time only. That pattern placed the nursery day around a term-time routine rather than year-round attendance.

At that time, the nursery provided government-funded places for eligible children. Eligibility remains a condition of that offer.

• Term-time routine. September 2025 sessions ended at 3.15pm and operated during term time. How would the attendance pattern fit your working day and holiday childcare?
• Settling through home contact. Home visits by managers and key persons formed part of starting nursery in September 2025. At a visit, discuss how that introduction would work for your child.
• Learning outdoors. September 2025 activities included the adjoining park and hands-on plant exploration. Consider whether this practical, outdoor element matches your child's interests.

Three Four Five merits attention from families seeking a term-time nursery experience built around language, practical exploration and growing independence. Its September 2025 examples are persuasive: seed-buying, interactive stories, outdoor number games and home visits give substance to the overall judgement. The dated attendance pattern best suits families whose childcare plans can accommodate an afternoon finish and term-time provision.