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Eveline Day Nursery Schools Limited (The)

Eveline Day Nursery Schools Limited (The) is a day nursery in London for children aged 1 to 4, with 41 registered places. Ofsted report card, 8 January 2026: Strong standard in 4 areas, Expected standard in 2 areas; safeguarding standards met.

Seeley Hall, Chillerton Road, London, SW17 9BE

Key facts

Type
Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
Ages
1 to 4 (Ofsted childcare register, as at 30 June 2026)
Registered places
41 (Ofsted childcare register, as at 30 June 2026)
Registered
13 October 1992 (Ofsted childcare register, as at 30 June 2026)

Opening hours

Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

Source: Ofsted report, inspection on 8 January 2026

Who runs it

Eveline Day Nursery Schools Limited (The) is run by Eveline Day Nursery Schools Limited (The) (Ofsted register).

Latest inspection

  • Inclusion: Expected standard
  • Curriculum and teaching: Strong standard
  • Achievement: Strong standard
  • Behaviour, attitudes and establishing routines: Strong standard
  • Children's welfare and wellbeing: Strong standard
  • Leadership and governance: Expected standard
  • Safeguarding standards met

Source: Ofsted, inspection on 8 January 2026. Contains public sector information licensed under the Open Government Licence v3.0.

What it's like to be a child at this setting

Children at this nursery arrive confidently and quickly settle into familiar routines. Children are greeted warmly by practitioners who know them well and take time to tune into their emotional state, interests and needs. Children demonstrate they feel safe, welcomed and ready to explore in their engagement and behaviour. Setting leaders are beginning to strengthen the way that information about children's needs and wellbeing is tracked at a whole-setting level. They are also developing communication and oversight systems so that staff are well informed about any forthcoming changes in governance.

Children benefit from a thoughtfully sequenced curriculum that prioritises communication, language and emotional regulation. Babies and toddlers explore sensory materials, practise early vocabulary and learn how to express their feelings, while older children engage in more structured experiences that build confidence and narrative skills, such as drama sessions, themed curriculum work and forest school visits. Staff model social language and emotional cues throughout the day, helping children to negotiate turn-taking, solve problems and understand the feelings of others. Children develop strong independence and self-care skills. Through a carefully sequenced curriculum, children learn how to serve food, wash hands, put on coats, manage personal items and follow routines. Parents describe their children as confident and well prepared for transitions to the next stage in their learning.

Setting leaders foster a culture where key-person relationships are central to children's wellbeing. Babies and children seek comfort, reassurance and affirmation from staff with ease, demonstrating trust in familiar adults. Staff adapt care routines, including sleep and feeding, appropriately. They use embedded systems to carry out their duties safely with clear oversight and monitoring. Children who speak English as an additional language gain confidence through modelling, repetition and visual supports. Children with emerging behavioural or emotional needs receive timely intervention. Setting leaders and staff recognise and celebrate children's individuality. Children achieve well, develop resilience and curiosity, and thrive in a calm and nurturing learning environment.

What Ofsted found in each area

Inclusion: Expected standard

Staff identify children's emerging needs promptly and take practical steps to reduce barriers to participation. Staff observations, key-person knowledge and discussions with parents enable early recognition of children's communication, feeding, behavioural and emotional requirements. Staff adapt routines, expectations and activities so children can participate confidently and make progress. Staff support children who speak English as an additional language through modelling, visuals and consistent language strategies. This supports children's confidence and communication skills. Parents are active partners in planning and intervention. Leaders and staff collaborate effectively with families to address children's needs, including targeted approaches to support positive behaviour and bilingual language development. This helps children to make progress in self-regulation, speech, independence and social participation. Staff use established systems for monitoring, review and transition. Setting leaders have a programme of appropriate and effective training in place. This helps ensure staff can identify any emerging additional needs and follow the correct procedures if they do. Setting leaders support staff to improve their understanding of effective intervention and how to support children in their learning. Inclusion is effective and ensures children feel secure, supported and able to participate fully in everything the nursery has to offer.

Curriculum and teaching: Strong standard

Setting leaders ensure the curriculum is well sequenced and thoughtfully organised. This enables children to build knowledge and skills progressively from babies through to pre-school. Staff and setting leaders have a clear ambition for children to become confident communicators who demonstrate emotional regulation, independence and readiness for school. Staff confidently explain the intent behind planned activities and understand how experiences build towards these outcomes. Setting leaders and staff demonstrate a secure knowledge of child development and the purpose of the curriculum they deliver. Staff practice places consistent emphasis on communication and language, including children's understanding of mathematical language. Practitioners model vocabulary, narrate children's play and provide meaningful opportunities for turn-taking, storytelling and expressive language. Enrichment programmes, including drama and forest school, broaden children's experiences and deepen their engagement. During a drama activity, children demonstrated strong communication and confidence as they recalled story elements, sustained attention and contributed their ideas. Staff use assessment effectively to inform planning. Staff identify children's starting points through settling observations, transition discussions and parent information. Staff adapt teaching responsively to reflect children's developmental needs, including those relating to bilingual language development. Children demonstrate resilience, curiosity and sustained concentration during both child- and adult-led activities. The curriculum supports staff to teach behavioural regulation through social language, narrative and emotional expression. As a result, children benefit fully from the curriculum and make sustained progress across all areas of learning.

Achievement: Strong standard

Children progress well from their starting points. Children make the most of opportunities that support their development in communication, emotional regulation, independence and friendships. Children sustain their attention and contribute ideas throughout the day. They engage confidently with peers. They use expressive language during structured activities and in their free play. Children respond well to clear expectations that promote positive behaviour and attitudes to learning. Children transition well within the setting, arriving confident, independent and emotionally secure to the next room and settling well into new routines. Early intervention and responsive adjustments ensure that individual needs, particularly those relating to children who speak English as an additional language, sensory regulation and behaviour, are identified and addressed promptly. Staff teaching and curriculum sequencing support children to rehearse and embed new skills over time. Children demonstrate resilience, curiosity and concentration during both adult- and child-led activities. They show pride in their achievements and are well prepared for the next stage of their education, including starting school.

Behaviour, attitudes and establishing routines: Strong standard

Children consistently demonstrate positive attitudes to learning. Staff help children to quickly establish secure routines that support their wellbeing and participation. Children arrive at nursery confidently, separate from parents with increasing independence and settle into the day's activities with purpose. Key-person relationships are warm and nurturing, which helps children to feel safe, seek comfort appropriately and sustain engagement in activities. Setting leaders and staff ensure their expectations for behaviour are clear, consistent and developmentally appropriate. Staff explicitly teach and model social language for sharing, turn-taking and expressing emotions. Curriculum themes such as 'sharing kindness' reinforce cooperation and respect. Children increasingly manage their own feelings and behaviour, requiring less adult intervention over time. Setting leaders support staff effectively when they implement targeted strategies to address unwanted behaviour. Children develop an understanding of the impact their behaviour has on others. Children show curiosity, resilience and perseverance in new or challenging situations. They engage enthusiastically with what the setting has to offer, including drama and forest school. This further supports children's confidence in group settings and enables them to practise listening, waiting, performing and participating in collaborative activities. Routines for mealtimes, sleep and transitions are well embedded and support children to feel secure and regulated across the day. Attendance and punctuality are promoted positively, helping children prepare well for school and future learning.

Children's welfare and wellbeing: Strong standard

Setting leaders and staff promote children's welfare and wellbeing across the setting. Children's secure and responsive relationships with key persons support their emotional security, confidence and sense of belonging. Babies seek comfort, reassurance and affirmation with ease, demonstrating trust in familiar adults. Staff sensitively adapt children's care routines, including feeding, sleep and transitions to individual needs and developmental stages. Staff remain vigilant and positioned effectively to maintain children's safety, particularly during mealtimes and sleep. Setting leaders ensure there are clear and understood procedures around choking prevention, allergies and sleep monitoring. Setting leaders monitor the provision to ensure these procedures are embedded and consistently followed. Staff support children to recognise and express their emotions, helping them to develop early self-regulation and reduce conflict and frustration. Curriculum themes support children's understanding of their feelings and emotions and how to manage them. This enables children to navigate peer interactions and establish positive relationships. Parents report that children transition into school confidently and demonstrate independence in routines and self-care. Staff know the children well and use their knowledge to anticipate changes that may impact wellbeing, including transitions or changes in family circumstances. Setting leaders ensure that information is shared with sensitivity between rooms and during onward transitions to support continuity of care. Staff plan activities to support children's learning and enhance their wellbeing through opportunities to build resilience, confidence and physical abilities. Overall, children thrive in a caring and well-organised environment.

Leadership and governance: Expected standard

Setting leaders effectively ensure that children are kept safe and benefit from a well-organised provision. Managers provide clear day-to-day oversight and demonstrate strong knowledge of the early years foundation stage, safeguarding procedures and curriculum intent. Staff describe leaders as supportive and approachable. They say regular supervision and training contribute to improvements in practice, including curriculum development, behaviour strategies and safeguarding confidence. Setting leaders evaluate the provision accurately and identify relevant priorities. Parents express high levels of confidence in the setting and report that their children are well supported, settled and thoroughly enjoy their time at nursery. The manager ensures documentation is well maintained and statutory welfare requirements are met. However, there have been recent changes in setting ownership and new governance systems introduced are not fully embedded. Staff report uncertainty about how future changes to policies, communication and quality assurance will be implemented. While setting leaders are knowledgeable about the setting, strategic oversight from the nominated individual lacks the alignment, accountability and monitoring expected of strong governance. The setting relies heavily on the strength of internal leadership to maintain standards during the transition period. While children's experiences remain positive, governance arrangements are not yet sufficiently cohesive or fully embedded, and this affects staff confidence in their understanding of procedures.

What the setting must and should do next

The provider should:

  • Improve communication and oversight to ensure staff clearly understand changes and expectations.

Ofsted's words, from the report on the inspection on 8 January 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.

Inspection history

  • 8 January 2026: Full inspection, report card: Strong standard in 4, Expected standard in 2
  • 9 January 2020: Full inspection, Good (report)
  • 20 August 2015: Full inspection, Good (report)
  • 26 September 2011: Full inspection, Outstanding (report)
  • 7 February 2008: Inspection (report)
  • 14 June 2004: Inspection (report)

Ofsted report cards (England, from November 2025)

Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.

The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.

Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.

Source: Ofsted reports

Funded childcare hours in England

All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.

Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.

Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.

The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.

Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)

Other nurseries nearby

  • Little Beans Childcare - Day nursery, London SW17 8DQ, ages 0 to 2, 15 places, 0.4 miles
    Ofsted, 3 November 2021: Good overall; safeguarding is effective
  • Growing Beans Tooting Preschool - Day nursery, London SW17 9JG, ages 2 to 4, 25 places, 0.4 miles
    Ofsted report card, 30 January 2026: Expected standard in 2 areas, Needs attention in 4 areas; safeguarding standards met
  • Toots Day Nursery - Day nursery, London SW17 8TD, ages 0 to 4, 60 places, 0.4 miles
    Ofsted, 3 August 2022: Good overall; safeguarding is effective
  • Growing Beans Tooting Nursery and Preschool - Day nursery, Tooting SW17 9NN, ages 0 to 4, 32 places, 0.4 miles
    Ofsted, 4 October 2022: Good overall; safeguarding is effective
  • Carmena Christian Day Nursery - Day nursery, London SW16 1NT, ages 1 to 3, 43 places, 0.4 miles
    Ofsted, 18 August 2023: Good overall; safeguarding is effective

Schools nearby

Eveline Day Nursery Schools Limited (The) on the Ofsted website