The Beehive
The Beehive is a day nursery in London for children aged 2 to 4, with 41 registered places. Ofsted report card, 20 January 2026: Strong standard in 5 areas, Expected standard in 1 area; safeguarding standards met.
St. Margarets Church House, Putney Park Lane, London, SW15 5HU
Key facts
- Type
- Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
- Ages
- 2 to 4 (Ofsted childcare register, as at 30 June 2026)
- Registered places
- 41 (Ofsted childcare register, as at 30 June 2026)
- Registered
- 19 December 1997 (Ofsted childcare register, as at 30 June 2026)
Opening hours
Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30
Source: Ofsted report, inspection on 20 January 2026
Who runs it
The Beehive is run by Bumble Bee Nursery Schools Ltd (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: Strong standard
- Safeguarding standards met
Source: Ofsted, inspection on 20 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 highly valued as unique individuals in this nursery. They are happy, feel safe and their interests are blended into their learning in creative ways, such as painting a large, interactive model of a dinosaur's head. Leaders and their staff team have high aspirations for all children and what children can achieve.
Children thrive because they are happy, safe and confident. They enjoy their learning environment. Staff engage effectively with children, who become curious, capable and resilient learners. All children make consistent, secure progress throughout the nursery. They are well equipped to move on to the next stage of their learning. Children, including those with special educational needs and/or disabilities, are provided with the challenge that they need to experience success in their learning.
Children are very well behaved in play. They are polite and courteous. They share resources well and play happily with and alongside each other. Caring and positive relationships form the foundation for children's sense of belonging, enabling them to be curious and independent learners.
Parents and carers speak positively about the nursery. They have confidence in the leaders and their staff team. Parents comment on the genuine care shown for each child. They say that staff ensure that children find joy in every aspect of their indoor and outdoor learning. Leaders are approachable and willing to listen and discuss ideas with parents.
What Ofsted found in each area
Inclusion: Expected standard
Staff receive support from leaders to support all children, particularly those who are disadvantaged, those with special educational needs and/or disabilities and those who face barriers to their learning and/or wellbeing. Ongoing assessment is used to help identify and track any potential gaps in learning and development. Staff plan effectively for these gaps, helping children to make secure progress. Well-timed and appropriate referrals to other agencies are made when needed. Leaders work in partnership with other professionals and parents to gain support and interventions for children as required.
When needed, staff use visual aids and sensory resources to encourage children to join in with activities. Leaders ensure any additional funding is used well to reduce barriers that children may face to their learning. For example, they provide children who may benefit from further communication support with specific language activities. Leaders carefully monitor and review the impact of additional funding. Staff have high expectations for children's learning. However, they need to continue giving tailored support to remove any further barriers to children's learning. Leaders recognise that professional development can be strengthened further to ensure inclusive practice is embedded consistently across all staff.
Curriculum and teaching: Strong standard
Leaders and staff work hard to provide all children with a well-sequenced and high-quality curriculum. Staff successfully implement the intended curriculum and consistently apply it in their teaching. For instance, children count and compare quantities when they fit spheres into various containers. Staff monitor children's progress, including children who face barriers to their learning and/or wellbeing. They successfully use this assessment to understand what children know, can do and need to learn next.
Leaders give high priority to children's emotional wellbeing and physical development. Children benefit from an active programme of physical skills, such as sessions on ball games and dancing. These support children to develop their coordination, agility, balance, core strength and fine motor skills. Children use the outdoors and wooded area well. Staff demonstrate how to make bark patterns and help children dig for and learn about worms. Staff skilfully weave interactions such that children successfully expand on what they are doing. For example, children speak of seeing things bigger or smaller when they explore with magnifying glasses. Children are engaged when staff use actions with storybooks. Staff sing rhymes with children to further support their language development.
Achievement: Strong standard
Children consistently make strong progress across all areas of learning and development from their different starting points. This includes children with additional needs or those who need adjustments in their daily routine or activities. Children are confident learners who remember and recall their learning. Leaders ensure that children are well prepared for their next stage with secure foundations for future learning, including resilience and perseverance.
Children confidently express their ideas and engage in meaningful conversations with peers and staff. They develop secure problem-solving skills and concentration as they focus deeply on different activities. For example, younger children learn to make sets of coloured objects. Children develop independence and thrive on the praise and support staff provide as they manage daily routines such as snack time and tidying up. Children learn to be kind and helpful, developing positive social skills.
Behaviour, attitudes and establishing routines: Strong standard
Children understand and confidently follow well-established routines. They need little support from staff to independently wash their hands before eating and then to lie down to rest after lunchtime. Children understand what is expected of them when staff give reminders to change activities. Children demonstrate consistently positive behaviour because staff are positive role models. They are respectful of adults and their peers. Staff foster positive and nurturing relationships with children, which promotes kindness. Children willingly share resources with others. For example, they make sure their friends have enough play dough during a creative activity. Children with special educational needs and/or disabilities are included throughout daily routines and are supported to engage fully in all activities. Staff celebrate their achievements, such as children's progress in cutting skills.
Children attend regularly and engage well in all learning opportunities. Leaders quickly identify any patterns of lateness and collaborate with parents to address this. They understand the importance of supporting a strong foundation for regular attendance as children move on to school. Children are motivated and engaged learners. Their interests are then extended through visitors to the setting, such as police officers and fire fighters, or by travelling to community places, such as a local farm.
Children's welfare and wellbeing: Strong standard
Leaders and staff know the children very well and develop close bonds with them. Key-person relationships are thoughtful and consistent. This helps children feel safe and able to thrive. Children with special educational needs and/or disabilities and those who are disadvantaged receive personalised care that reflects their individual preferences. Staff adapt the well-planned environment regularly to meet each child's needs and preferences. A mix of nurturing areas for sensory play and calming down, along with lively play areas, promotes active, healthy lifestyles. Children particularly enjoy lots of physical games and outdoor play with others. Children learn and use movement words as they navigate space safely and practise mathematical spatial vocabulary.
Children recognise and name their feelings by using visual aids that staff wear to communicate emotions. Children also discuss healthy foods when they talk and eat lunch with staff. Staff support children who need extra support so they feel fully included in sociable mealtimes. Staff engage successfully with parents to help children understand and benefit from healthy eating habits. Children learn the importance of dental hygiene routines as the leaders invite a dentist to show them.
Leadership and governance: Strong standard
Leaders show commitment and passion for providing high-quality care and education through play for all children. They have a well-developed understanding of the setting's strengths and keenly reflect on their practice. Leaders identify and respond swiftly to any priorities for improvement. For instance, staff have trained to develop a forest school area to help children understand nature. Leaders use funding thoughtfully to help close any gaps in children's learning for those who face any barriers to learning and/or wellbeing. Children also enjoy regular outings in the local area with staff, such as visits to a nearby care home, which helps them develop a sense of community.
Staff morale is high because leaders are supportive and mindful of staff wellbeing. They are supported through observations and supervision meetings to identify strengths and areas for development. Leaders support staff's individual professional learning needs. Effective partnerships with parents and other professionals result in a consistent two-way flow of information that benefits children's learning and development. Parents comment on the ample communication staff provide. They particularly value ideas that help them to support their children's learning and development at home.
What the setting must and should do next
The provider should:
- Leaders should further strengthen opportunities and professional development to promote equity and inclusion for all children so that outcomes are enhanced consistently across the setting.
Ofsted's words, from the report on the inspection on 20 January 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.
Inspection history
- 20 January 2026: Full inspection, report card: Strong standard in 5, Expected standard in 1
- 30 January 2020: Full inspection, Outstanding (report)
- 15 March 2016: Full inspection, Outstanding (report)
- 12 October 2011: Full inspection, Outstanding (report)
- 5 February 2008: Inspection (report)
- 6 May 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
- Ashburton Playgroup - Pre-school, London SW15 3AY, ages 2 to 4, 15 places, 0.3 milesOfsted report card, 27 November 2025: Expected standard in 6 areas; safeguarding standards met
- Bees Knees Nursery School - Day nursery, Putney SW15 5PQ, ages 2 to 4, 33 places, 0.4 milesOfsted, 10 January 2023: Good overall; safeguarding is effective
- Poppits Day Nursery - Day nursery, London SW15 1BL, ages 1 to 4, 32 places, 0.5 milesOfsted, 26 April 2023: Good overall; safeguarding is effective
- Gwendolen House Nursery School - Day nursery, Putney SW15 6EP, ages 0 to 4, 101 places, 0.5 milesOfsted, 18 September 2025: Outstanding overall; safeguarding is effective
- Noddy's Nursery School - Day nursery, London SW15 6EH, ages 0 to 4, 108 places, 0.5 milesOfsted report card, 10 July 2026: Strong standard in 6 areas; safeguarding standards met
Schools nearby
- Granard Primary School - Primary, 0.2 miles
- Sacred Heart Catholic Primary School, Roehampton - Primary, 0.3 miles
- Ark Putney Academy - Secondary, 0.5 miles
- Roehampton University, 0.5 miles
- Our Lady of Victories Catholic Primary School - Primary, 0.6 miles