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Quaggy at Margaret Bondfield Nursery

Quaggy at Margaret Bondfield Nursery is a day nursery in London for children aged 0 to 4, with 46 registered places. Ofsted report card, 30 January 2026: Strong standard in 3 areas, Expected standard in 3 areas; safeguarding standards met.

77 Raglan Road, London, SE18 7LB

Key facts

Type
Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
Ages
0 to 4 (Ofsted childcare register, as at 30 June 2026)
Registered places
46 (Ofsted childcare register, as at 30 June 2026)
Registered
3 May 2007 (Ofsted childcare register, as at 30 June 2026)

Opening hours

Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

Source: Ofsted report, inspection on 30 January 2026

Who runs it

Quaggy at Margaret Bondfield Nursery is run by Quaggy Development Trust (Ofsted register).

Latest inspection

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

Source: Ofsted, inspection on 30 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 are extremely happy in the care of friendly and passionate staff. They receive a warm greeting on arrival and separate with ease from their families. Staff take time to speak to parents and carers to find out how children are feeling, which helps them to support children throughout their time at the setting. Children show excitement as they go to play with their friends. Children demonstrate a secure understanding of daily routines. For instance, they independently register their attendance by placing their name labels in the appropriate place and hang their coats on their individual pegs. Children form deep attachments with caring and respectful staff. For example, children go to staff when they seek reassurance and receive hugs and cuddles. Children demonstrate that they feel safe and secure within the environment.

Staff use their secure knowledge of children's abilities and needs to organise learning environments that inspire and motivate children to learn. Children are curious and enthusiastic learners, who confidently choose activities that interest them. For example, children enjoy drawing themselves and their family members. They describe different parts of the body using vocabulary, such as 'eyes, hair' and 'nose'. Staff further support children's understanding of the world by taking them on visits within the local community, such as trips to nearby parks and shops. In addition, staff encourage children to reuse materials, such as cardboard boxes, for artwork. This helps children to learn about recycling, sustainability and caring for the environment. Staff praise children's efforts and achievements, and their artwork is displayed in the classroom. This helps to build children's self-confidence and fosters a sense of belonging.

All children access learning experiences that support them to make progress in their learning. Staff have clear and achievable expectations for children. They use eye contact, symbols and sign language to explain what is happening now and what will happen next. For example, children work as a group to tidy up their toys before they have lunch. They listen and follow instructions. Children are kind and considerate towards each other and are well prepared for their next stage of education.

What Ofsted found in each area

Inclusion: Strong standard

Provision for children with special educational needs and/or disabilities (SEND) is highly effective with expert support that meets their individual needs. Leaders prioritise building trusting relationships with children and their families. This approach contributes to staff having a very secure understanding of children's individual needs. Leaders and staff work closely with parents and carers and external professionals to promptly and accurately identify children's needs. For instance, staff carefully observe children whose communication and language development are not meeting expected developmental milestones. They work collaboratively with parents and speech and language therapists to implement a wide range of strategies that enhance children's development.

Leaders use additional funding effectively. They ensure that staff consistently engage in continuous professional development opportunities to help them to provide targeted and expert support for children with SEND. For instance, staff implement enjoyable one-to-one activities with individual children to develop their social and attention skills. Parents' feedback is highly complimentary. They describe how staff positively influence their children's daily experiences, leading to progress in their overall development.

Leaders work tirelessly with the wider community to remove barriers for children with SEND and enhance provision. This helps children to fully access the holistic curriculum on offer. All children make positive progress from their starting points and thrive within the setting.

Curriculum and teaching: Expected standard

Leaders have carefully designed a curriculum that places an emphasis on children's wellbeing, communication and physical development. For instance, staff promote children's understanding of healthy eating by explaining how different foods support growth, strength and good health. Staff use information gathered at enrolment, alongside ongoing observations and assessments, to plan learning experiences for groups of children. They adapt activities, where necessary, to ensure that all children can fully participate in group learning.

During an interactive music session, staff use clear language and visual symbols to support children's understanding of instructions. For example, individual children attempt to copy the sounds made by staff as they beat a large drum. Children then play the drum together, creating soft and loud sounds. They giggle with delight, showing enjoyment while developing their coordination and muscle strength.

Overall, staff support children's mathematical development well. Staff promote children's early mathematical skills from a young age through a wide range of hands-on activities, such as singing number songs and counting items. For instance, staff model counting as toddlers attempt to put their shoes on. However, at times, staff do not consistently extend older children's mathematical skills during activities and everyday experiences. This does not fully help them to extend and deepen their understanding of mathematics.

Achievement: Expected standard

All children achieve well in their learning and development, regardless of barriers to learning. For example, children with English as an additional language learn to share their wants and needs. This helps them to access learning opportunities and develop meaningful friendships.

Children make steady progress in all areas of learning, particularly in physical development. Babies enjoy crawling around and pulling themselves to standing using child-sized furniture. Pre-school children practise their balancing skills as they walk on wooden blocks and play ball games. Children demonstrate perseverance and resilience, which contributes to a 'can-do' attitude to learning. However, inconsistencies in the teaching of mathematics for older children do not support them to make the best possible progress.

Children with special educational needs and/or disabilities benefit from tailored interventions and one-to-one attention, which contributes to the progress they make. They develop the skills they need for the next stage of learning, such as building relationships, developing self-control and expressing their needs.

Behaviour, attitudes and establishing routines: Expected standard

Leaders set high expectations for children's behaviour and positive attitudes to learning. Children build excellent bonds with staff, who model respectful behaviour by speaking calmly and compassionately to them. Children usually follow instructions and established routines within the setting. When inappropriate behaviour occurs, staff respond promptly. However, staff do not consistently explain why certain behaviours are inappropriate. For example, they ask children to stop running indoors, without explaining the possible impact on themselves or others. This limits children's understanding of the purpose of rules.

Children are friendly, polite and curious. They engage confidently with staff, who show genuine interest in their ideas. Children treat one another with kindness and consideration. Leaders and staff monitor children's attendance closely so that children can access the wide range of experiences on offer. They track children's attendance consistently and contact parents and carers when children have unplanned absences. This approach helps families to establish consistent routines and lays strong foundations for future learning.

Staff support children with special educational needs and/or disabilities to manage changes in routines calmly and regularly check that these adjustments meet children's needs. For example, staff use visual timetables to show children what is happening now and what will happen next. This helps children to learn to cope with transitions and build their independence.

Children's welfare and wellbeing: Strong standard

Leaders and staff prioritise children's welfare and wellbeing by creating exceptionally nurturing environments. Staff interact warmly with children and respond sensitively to their emotional needs. For example, staff in the baby room ensure that babies receive regular cuddles and gentle tactile care. This builds secure attachments between children and their key persons. Children show very high levels of self-confidence and self-esteem. Older children understand the importance of washing their hands after using the toilet and before meals. These consistent routines support them to establish lifelong healthy habits that lay solid foundations for their physical health.

All children access a range of nutritious, home-cooked meals and healthy snacks. Staff treat mealtimes as social occasions, with babies, toddlers and pre-school children eating together. Staff promote children's self-care skills highly effectively. They patiently support younger children to feed themselves. Older children serve food themselves, pour drinks and clear their own plates. Children show high levels of independence and an excellent sense of responsibility.

Staff share daily information with parents and carers so that they feel valued, well informed and fully involved in their child's experiences. Parents speak very highly about the support that they receive, particularly for children with special educational needs and/or disabilities. Staff are very observant, which helps them respond to children's needs and offer them timely support. For example, staff quickly notice when children become unsettled or tired and respond by offering comfort, reassurance or a quiet activity. This helps children to feel safe and promotes their emotional wellbeing. Children settle well, regulate their emotions effectively and engage positively in learning.

Leadership and governance: Strong standard

Leaders have an exceptional understanding of child development and what children need to flourish in their learning and development. They gather feedback from parents, staff and children to help them continuously evaluate and improve the quality of provision. For instance, they organise bespoke training for staff to deepen their understanding of equality, diversity and how this supports highly inclusive practice. Leaders are deeply committed to meeting children's individual needs and work closely with staff to swiftly identify and support children with special educational needs and/or disabilities. Leaders have recognised inconsistencies in the teaching of the mathematics curriculum and have introduced targeted professional development and monitoring to address this. Although these actions are not yet fully embedded across all age groups, leaders demonstrate strong strategic leadership and clear oversight, which continues to have a positive impact on children's education.

Leaders use additional funding to enhance children's learning experiences through the purchase of targeted resources. They build exemplary partnerships with parents and carers and external agencies to meet children's diverse needs. This integrated approach promotes effective and well-coordinated support for children's learning and development. Staff work in close partnership with parents to promote continuity of learning. For example, staff and parents work together to support children during toilet training.

Leaders have a rigorous recruitment process in place and a robust induction programme. They place staff's wellbeing at the heart of their practice. Leaders regularly organise meaningful and enjoyable staff events, which contribute to the welcoming atmosphere and enthusiasm across the setting. The experienced and well-established staff team report feeling valued and consistently supported by leaders. This contributes to a highly motivating working environment, where staff retention is excellent and there is a very positive team spirit.

What the setting must and should do next

The provider should:

  • Staff should support children to develop a clear understanding of why certain behaviours are not appropriate.
  • Staff should make better use of everyday experiences and activities to teach and reinforce mathematical concepts, in order to extend and deepen children's learning.

Ofsted's words, from the report on the inspection on 30 January 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.

Inspection history

  • 30 January 2026: Full inspection, report card: Strong standard in 3, Expected standard in 3
  • 12 February 2020: Full inspection, Good (report)
  • 13 July 2016: Full inspection, Outstanding (report)
  • 19 November 2015: Full inspection, Requires improvement (report)
  • 12 June 2012: Inspection (report)
  • 30 July 2007: 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

  • Kumon Woolwich Study Centre - Pre-school, London SE18 7LB, under 0.1 miles
  • Little Acorns Daycare - Day nursery, London SE18 7NH, ages 2 to 4, 30 places, 0.2 miles
    Ofsted report card, 2 June 2026: Strong standard in 3 areas, Expected standard in 3 areas; safeguarding standards met
  • Dee's Childcare Ltd - Day nursery, London SE18 7JZ, ages 0 to 4, 26 places, 0.2 miles
    Ofsted, 25 February 2025: Good overall; safeguarding is effective
  • Bear Hugs Day Nursery 2 - Day nursery, London SE18 7TJ, ages 1 to 4, 36 places, 0.2 miles
    Ofsted, 12 August 2025: Good overall; safeguarding is effective
  • Top Tots 2 - Pre-school, London SE18 7PZ, ages 0 to 4, 60 places, 0.3 miles
    Ofsted, 27 January 2025: Good overall; safeguarding is effective

Schools nearby

Quaggy at Margaret Bondfield Nursery on the Ofsted website