Marvels Lane Pre-School

Marvels Lane Pre-School

Unique reference number (URN): 129101 Address: W G Grace Community Centre, 1 Lions Close, Mottingham, London, SE9 4HG Type: Childcare on non-domestic premises Registered with Ofsted: 03/08/1993 Registers: EYR Registered person: Marvel Lane Community Playgroup Committee

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised effectively, and this is a strength within the setting. Leaders ensure that care practices are responsive and tailored to children's individual needs, helping all children to feel safe, secure and valued.

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Children's welfare and wellbeing Strong standard

Practitioners build warm, trusting relationships with children and provide consistent emotional support. Children are supported to recognise, express and manage their emotions through sensitive interactions and the use of appropriate resources. This helps children develop confidence, resilience and a secure sense of wellbeing.

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Children's welfare and wellbeing Strong standard

Children benefit from healthy routines that promote physical health and self-care. Staff encourage good hygiene practices, healthy eating and regular physical activity. Children are supported to understand their bodies, take safe risks during play and develop coordination and strength through a range of indoor and outdoor experiences.

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Children's welfare and wellbeing Strong standard

Children with additional needs, those known to children's social care and those facing barriers to wellbeing receive effective support through strong partnership working and careful monitoring. As a result, children are emotionally secure, confident and able to flourish within a nurturing and inclusive environment.

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Achievement Expected standard

Children make progress from their starting points across the areas of learning, developing confidence, independence and foundational skills for later learning. They communicate their needs, engage with books and stories, and explore early mathematical ideas through play and routines.

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Achievement Expected standard

Overall, children with special educational needs and/or disabilities, those learning to speak English as an additional language and those facing other barriers make progress because support is tailored to their needs and reviewed regularly. Leaders track progress and work with families and professionals to help children overcome barriers.

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Achievement Expected standard

Children are well prepared for their next stage of learning. They demonstrate secure independence, communication and early literacy and numeracy skills. There is scope to deepen children's thinking and broaden their mathematical understanding, particularly in relation to measure and space.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a calm, positive environment with clear and consistently applied expectations for behaviour. Children understand routines and respond well to guidance from staff, which supports a settled atmosphere where learning can take place.

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Behaviour, attitudes and establishing routines Expected standard

Strong relationships between practitioners and children underpin children's positive behaviour and attitudes. Staff model kindness, respect and cooperation, and children learn to share, take turns and work together. Practitioners support children to manage their behaviour in ways that are appropriate to their age and stage of development, using calm reminders and positive reinforcement.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to learning and engage well in activities. Routines are predictable and well established, helping children to transition smoothly between activities and maintain focus. Leaders promote the importance of attendance and monitor it carefully, particularly for children who may be more vulnerable.

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Behaviour, attitudes and establishing routines Expected standard

Inclusive approaches ensure that children with additional needs are supported to access routines and expectations alongside their peers. Clear structures and calm adult guidance help children to regulate their behaviour and remain engaged in learning. Some children continue to rely on adult prompting to sustain engagement and manage routines, indicating that independence and self-regulation are still developing for a small number of children.

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Curriculum and teaching Expected standard

Leaders have designed a broad and balanced curriculum that meets the learning and development requirements of the early years foundation stage. The curriculum reflects children's interests, builds on what children know and can do, and places a strong emphasis on personal, social, emotional and physical development.

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Curriculum and teaching Expected standard

Practitioners understand how children learn and use this knowledge to support learning through purposeful interactions, modelling and routines. They promote language development across the curriculum by introducing new vocabulary, encouraging talk and linking learning to children's experiences. Teaching supports early literacy and mathematics through everyday activities, play and structured routines.

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Curriculum and teaching Expected standard

Leaders use assessment to check what children know and can do, and they use this information to shape planning and interactions. Teaching is inclusive, with staff adapting expectations and support for children who are younger, disadvantaged, have special educational needs and/or disabilities or face other barriers to learning.

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Curriculum and teaching Expected standard

Teaching consistently supports children to engage with learning through routines, play and purposeful interactions. Staff promote children's language and thinking through questioning and discussion. However, opportunities for children to pause, think and respond are not consistently embedded across practice.

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Curriculum and teaching Expected standard

In mathematics, teaching places a strong emphasis on number, counting and shape within daily routines and planned activities. Opportunities to extend children's understanding of measure and space are less consistently evident. Strengthening these aspects would deepen children's thinking and broaden the mathematical knowledge developed through everyday experiences.

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Inclusion Expected standard

Leaders have established an inclusive culture where children's individual needs are identified early and barriers to learning and wellbeing are reduced effectively. Staff use information from parents, observations and assessment to understand children's starting points and adapt support accordingly. This is particularly evident for children with special educational needs and/or disabilities (SEND), children learning English as an additional language and younger children.

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Inclusion Expected standard

Leaders work closely with families and external professionals to shape support for children with additional needs, including those awaiting specialist assessments. Progress is monitored regularly, and leaders review the impact of support through ongoing discussions and formal reviews. Parents value the open communication and practical strategies shared to support learning at home.

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Inclusion Expected standard

Universal strategies, such as clear routines, visual supports and predictable expectations, help children access learning and daily activities alongside their peers. Children known to children's social care are supported sensitively, with leaders maintaining appropriate information-sharing and oversight to support their welfare.

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Inclusion Expected standard

Leaders recognise that further embedding personalised strategies within daily routines would strengthen independence for some children with SEND.

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Leadership and governance Expected standard

Leaders demonstrate a clear commitment to providing high-quality education and care that meets the needs of the children and families they serve. They know their community well and use this understanding to set appropriate priorities for improvement.

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Leadership and governance Expected standard

Leaders evaluate the effectiveness of the setting accurately and use reflective discussions, staff meetings and supervision to identify strengths and areas for development. Professional development is targeted to children's needs, supporting staff to develop their expertise and confidence.

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Leadership and governance Expected standard

Governance arrangements ensure that statutory requirements are met and that safeguarding, suitability and welfare responsibilities are fulfilled. Leaders make decisions that are in the best interests of children, particularly those who are disadvantaged, have special educational needs and/or disabilities or are known to children's social care.

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Leadership and governance Expected standard

Leaders support staff wellbeing through regular communication, coaching and manageable workloads. Strong partnerships with parents, external professionals and the wider community support children's learning, welfare and development.

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Leadership and governance Expected standard

Overall, leadership is effective and supports positive outcomes for children and families. Systems for self-evaluation, staff development and partnership working are securely in place. Consistency in the implementation of the curriculum and inclusive practice continues to develop, particularly in relation to mathematical breadth and promoting greater independence for some children.

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

Children experience a calm, welcoming and inclusive environment where they feel safe, valued and supported to develop confidence and independence. From arrival, children settle quickly into predictable routines that help them feel secure and ready to learn. They independently manage self-registration, personal belongings and daily transitions, while younger children and those with additional needs receive sensitive support that encourages independence rather than reliance.

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

Children enjoy learning through a curriculum shaped by their interests and experiences. They explore books, creative materials, construction resources and outdoor play with enthusiasm. Staff engage children warmly, modelling language, encouraging curiosity and supporting children to share ideas and collaborate with others. Children show pride in their achievements and enjoyment in learning alongside their peers.

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

Children with special educational needs and/or disabilities, those learning to speak English as an additional language and those facing other barriers are included fully in routines and activities. Clear structures, visual supports and calm adult guidance help children participate successfully and develop confidence. Children known to children's social care are supported sensitively, with strong communication between leaders, families and external agencies to ensure their welfare and wellbeing.

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

Children benefit from established systems to keep them safe and promote their welfare. Staff prioritise emotional wellbeing, healthy routines and active play, supporting children to manage feelings, build resilience and develop positive attitudes to learning. Attendance is monitored closely, and families are supported to understand its importance.

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

As a result, children make progress from their starting points, feel a strong sense of belonging and develop the confidence and skills they need for their next stage of learning.

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Next steps

Leaders should further individualise support for children with special educational needs and/or disabilities within everyday routines to strengthen independence and inclusion. Leaders should ensure children are consistently given sufficient time and opportunity to respond to questions, enabling them to think, articulate ideas, and extend their understanding.

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Address:

W G Grace Community Centre 1 Lions Close Mottingham London SE9 4HG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Marvel Lane Community Playgroup Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:45 - 15:00,Friday : 08:45 - 11:45

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Facts and figures used on inspection

Leaders should ensure the mathematics curriculum consistently includes opportunities for children to develop their understanding of measure and space, so that learning extends beyond number, counting and shape.

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About this inspection

The inspector spoke with leaders, practitioners and parents during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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