Ofsted has updated the way nurseries are inspected from 2025, with clearer report cards that show simple grades alongside short explanations of what each setting does well and where it can improve.

Nurseries are now graded on a five-point scale,  Exceptional, Strong Standard, Expected Standard, Needs Attention and Urgent Improvement, across key areas such as teaching, early years care, children’s progress, inclusion, leadership, wellbeing, and behaviour.

Monkey Puzzle Walton on Thames’ most recent Ofsted report was published in April 2026, confirming that safeguarding standards were fully met and children’s safety and wellbeing remain a top priority. The nursery achieved Strong Standard across five key areas and Expected Standard in one of the inspection’s key areas, reflecting the high-quality care, learning and support provided by the team. Parents and carers can read the full Ofsted report here to learn more about the inspectors’ findings.

Children are extremely well cared for by attentive staff who understand the individual needs of children and their welfare and wellbeing are a priority. They consistently respond appropriately and swiftly, helping children to feel safe and secure and their nurturing interactions support children’s physical and emotional wellbeing. Children also learn how to keep themselves safe and healthy – they take home ‘oral health bags’ and excitedly discuss the items in their bag, such as toothpaste. Leaders and staff have established close partnership working with families and other professionals to ensure that support for every child is responsive to their individual needs. 

Children develop the essential knowledge and skills needed for their age and stage of development across all areas of learning, making secure and sustained progress from their starting points. Babies confidently repeat key words sand children apply what they know in different contexts, showing increasing confidence, independence and resilience in their learning. Children consistently use their manners, such as saying ‘please’ and ‘thank you’ throughout the day. They communicate with their peers through back-and-forth conversations, demonstrating excellent communication and language skills. Children also engage in a ‘school readiness’ programme at the setting. 

Children develop positive relationships with staff, who are warm and attentive, which helps them to feel secure and supported. Children also build secure relationships with their peers and learn to take turns, and they cooperate, build on each other’s ideas and show willingness and excitement to learn. They also engage in activities and experiences, particularly when these match their interests. For example, children are highly engaged in activities with natural resources. They create faces showing different emotions with the resources and discuss the different expressions and what that means to them. Leaders have introduced clear behaviour management strategies and expectations and staff typically remind children of these expectations throughout the day. 

Children benefit from a meticulously designed and carefully led curriculum that builds on their prior knowledge and skills. This enables them to deepen their understanding over time. Leaders have a clear and ambitious intent for what they want children to learn. They recognise how to gradually build on children’s learning, which has been consistently embedded among the staff team. Children are supported by staff who plan meaningful learning experiences that capture children’s interests and extend their thinking. For example, babies experience exploratory sensory play based on their interests, and older children enjoy identifying letters in flour. Children engage in rich, purposeful interactions and activities with staff.

Children’s individual needs are swiftly identified and addressed very effectively. Leaders take proactive steps to ensure that any emerging needs are identified. They work with external partners, families, staff and children to close any gaps in learning. This early identification and action ensures rapid, sustained progress in children’s learning. For example, leaders work with the local authority to take into account any suggestions for support and immediately implement these, such as acquiring specific resources to support individual children. Leaders regularly review and evaluate the impact of strategies on children’s progress. They realise when these will benefit others and implement them across the setting to further support children’s learning. Children with special educational needs and/or disabilities (SEND) are well supported through clear, targeted strategies that are consistently implemented by the dedicated staff team.

Leaders have created an ambitious strategic plan to ensure that children fully benefit from attending the setting. They have a clear vision for high-quality education and care with clear objectives and goals. Leaders ensure these are embedded across the staff team and, subsequently, the teaching of the curriculum is consistent. Leaders take timely action to address any areas for development and act upon them. They have identified that they are currently working towards the leaders’ expectations for behaviour management to be consistently embedded among the team, and that they want to work towards tweaking the routines of the day so that every aspect of the day, including transitions and mealtimes, run consistently and smoothly.

Children benefit from a culture where they consistently demonstrate that they are cared for, safe and secure. Children achieve well from their starting points because teaching is purposeful and builds on what they already know and can do. Children are highly engaged in their learning and show sustained levels of interest, reflecting a curriculum that is well planned and sequenced to support progression over time. Children develop a sense of belonging within a highly inclusive environment where they learn alongside their peers and are supported to take part in all aspects of the setting. Children form secure, positive relationships with staff, who ensure that they get to know every child very well and respond sensitively to their needs. This helps children to gain confidence and feel valued.