Marlborough Day Care

Marlborough Day Care

Unique reference number (URN): 2781714 Address: Marlborough Primary School, Draycott Avenue, London, SW3 3AP Type: Childcare on non-domestic premises Registered with Ofsted: 26/03/2024 Registers: EYR Registered person: Colville and Marlborough Federation

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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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Achievement Strong standard

All children thrive and make significant progress in their learning and development. This includes children who speak English as an additional language and who face other barriers to learning. Children develop important skills for their future lives, including for school. For example, they show growing independence by confidently taking on manageable tasks and making thoughtful decisions throughout the day. During snack and mealtimes, children make healthy choices from a range of fresh fruit and enjoy the social experience of eating with their friends.

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Achievement Strong standard

Children's behaviour is excellent, and they show a sense of security and belonging. They are extremely settled, particularly when they move rooms. Children learn about hygiene and personal safety. Older children take pride in caring for themselves, such as rolling up their sleeves to wash their hands carefully, while outdoors they move with assurance and enthusiasm as they explore.

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Achievement Strong standard

Children's language, mathematical and physical skills develop very well, with each child achieving success from their individual starting points. They are highly motivated and have positive attitudes. Children are very well prepared for the next stage of their learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff set high expectations for behaviour. They create a calm and respectful environment, which all staff promote. Staff are enthusiastic and have a positive approach, which influences children's attitudes towards learning. They consider each child's age and developmental stage when offering support, consistently encouraging children to have a go first. Children gain high levels of confidence and thrive in the setting. Staff build secure relationships with children. These relationships help children, including those who have recently joined, gain a great sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

The calm atmosphere is evident across the setting, especially in the baby room. Babies play collaboratively while exploring water and sand. During outdoor play, children show patience and resilience while using ride-on toys. Staff consistently promote children's positive behaviour, such as by encouraging them to use 'please' and 'thank you'. During group time, children take turns to speak. They listen attentively before responding to questions. Staff ensure that every child's voice is heard. Leaders work closely with parents and carers to encourage consistent and timely attendance. Staff are aware of attendance trends, including quieter days during holiday periods. They modify activities to cater to children's needs on those days.

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Children's welfare and wellbeing Strong standard

Staff prioritise children's safety and happiness. They are vigilant in supervising children and talk to them about identifying risks and the consequences. At snack and mealtimes, staff talk to children about safe eating habits. Children learn about personal safety, which is beneficial as they become increasingly independent. The key-person system is fully embedded in practice, addressing barriers to children's learning while promoting their positive development. This approach greatly benefits children, including those who are disadvantaged or have additional learning needs.

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Children's welfare and wellbeing Strong standard

Staff build close and trusting relationships with children. Children enjoy close and physical attachment, which supports their emotional wellbeing effectively. They benefit from daily routines that take into account their individual needs. This is evident, for example, during sleep and feeding routines. Staff know that some children attending the setting need additional help to develop and build on their physical skills. They regularly promote active play, which children enjoy. Children climb, explore sand and use ride-on toys, strengthening their health and agility. Staff use their superb skills to promote children's independence skills. For example, they ask children to find and put on their coats and shoes for outdoor play. Children respond very well and receive lots of praise for their efforts. This motivates children to manage age-appropriate tasks for themselves.

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Curriculum and teaching Strong standard

Leaders set high expectations for all children's learning. They design an ambitious curriculum that addresses barriers to children's learning and wellbeing. Each child's key person proactively addresses barriers in speech, physical skills and social interactions. This helps to close any gaps in children's learning as quickly as possible. Staff's current focus is on promoting children's personal, social and emotional development. This helps to prepare children for transitions between home and the setting and across rooms.

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Curriculum and teaching Strong standard

Staff use rigorous procedures for quickly identifying children's learning needs. They use comprehensive assessments to provide timely interventions, such as addressing speech delays, social or behavioural difficulties. This approach reduces learning gaps effectively. Staff carefully consider children's ages and developmental stages. Activities are inclusive, allowing all children to engage successfully.

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Curriculum and teaching Strong standard

Communication and language development are central to the curriculum. Staff use digital tools to enhance teaching. They interact thoughtfully, narrating play for babies, reading stories and allowing children time to think and respond. This practice helps to build on and extend children's vocabulary. During group time, older children confidently identify animal names and sounds. They are highly motivated, very eager to join in and consistently demonstrate engagement, concentration and thinking skills.

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Inclusion Strong standard

Staff use their superb skills to identify and assess what children know and can do. They act on the information gathered to tackle any barriers to children's learning or wellbeing. This ensures that children, including those who are disadvantaged, can fully engage in all activities. Children show high levels of confidence as they participate in stories, nursery rhymes and physical challenges. Over time, children, particularly those who speak English as an additional language, develop well and learn to express themselves in English. Previously shy children progress to show high levels of self-esteem in their interactions with others. Leaders use additional funding to enhance staff training in child development, promoting inclusive practices. Staff work successfully with external agencies, parents and carers to support children's learning. For instance, they discuss with parents how best to support children who are potty training. Staff also discuss children's language and social skills with

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Inclusion Strong standard

parents. This consistent approach is highly impactful on children's education and care needs. All children make rapid and sustained progress. They are very well prepared for their future education and life beyond school.

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Leadership and governance Strong standard

Leaders are incredibly passionate about promoting a love of learning. They make decisions that are in the best interests of children, particularly those who are disadvantaged or face barriers to learning and wellbeing. This includes promoting a highly successful partnership with parents and carers and external agencies. Leaders maintain excellent communication with parents, ensuring continuous support for all children. For example, staff help parents to learn nursery songs and rhymes in English. This approach contributes to children's language development and enjoyment while attending the setting.

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Leadership and governance Strong standard

Leaders reflect on and welcome the views of other professionals. As part of their reflective practice, leaders are committed to continually working with external agencies to share effective teaching practices. In addition, they aim to continue promoting children's wellbeing, ensuring they receive high-quality care and education.

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Leadership and governance Strong standard

Leaders are proactive in supporting staff's professional development and wellbeing. This includes helping staff to pursue higher and additional qualifications. Leaders encourage staff to complete relevant training, such as around the importance of promoting children's uninterrupted play. This enables children to concentrate on activities, enhancing their ability to focus and increasing their attention span. Staff report high levels of satisfaction in their work. They feel well supported, which creates a positive culture, benefiting children and their families.

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

Leaders help staff create an extremely welcoming and inclusive setting. They work together to design a rich and ambitious curriculum, which includes various outings. These experiences enhance children's learning, enabling them to flourish and thrive. Children develop a sense of security and belonging, which boosts their confidence to fully engage in activities. For example, older children practise sorting and counting, developing their early

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Inspector:

Marisol Hernandez-Garn mathematical skills. Younger children show sustained concentration as they explore water and sand. Staff know precisely when to intervene to keep children highly motivated. This is also evident when children carry out age-appropriate tasks, such as putting on their shoes for outdoor play.

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Inspector:

Staff build positive and trusting relationships with their key children. They are knowledgeable about children's individual needs and how to support them. For example, staff know when to provide extra cuddles and reassurance, supporting children's emotional wellbeing. Children have positive attitudes towards learning and are familiar with the daily routines. Older children confidently introduce themselves during group time and respond enthusiastically to questions. Younger children enjoy singing nursery songs, enhancing their language skills.

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Inspector:

Staff maintain a consistent approach to behaviour management, modelling positive interactions. This leads to harmonious play among children, who follow instructions that ensure their happiness and safety. Staff teach children to express their feelings, with particular attention to those who speak English as an additional language or who face disadvantage. They talk to children in their home language, when possible, promoting more effective communication. Partnerships with external agencies, parents and carers are highly successful. Parents express satisfaction with the teaching practices and the care provided. They observe rapid progress in their children's speech, mathematical and literacy skills. Children are very well prepared for the next stage of learning, including their transition to school.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff and children 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.

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Address:

Marlborough Primary School Draycott Avenue London SW3 3AP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Colville and Marlborough Federation

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:30

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Facts and figures used on inspection

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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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