Magical Moments Day Nursery

Magical Moments Day Nursery

Unique reference number (URN): 2785332 Address: All Hallows Church Hall, Elton Avenue, Greenford, UB6 0PR Type: Childcare on non-domestic premises Registered with Ofsted: 15/04/2024 Registers: EYR, CCR, VCR Registered person: Magical Moments Day Nursery Limited

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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

Children make secure and consistent progress from their starting points, including those with special educational needs and/or disabilities and those who speak English as an additional language. They develop knowledge and skills in communication, early mathematics and social development through experiences that build on what they already know.

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Achievement Strong standard

Children use a growing vocabulary and respond to familiar language during activities and routines. They apply early counting skills in their play and begin to use mathematical language as they explore. Children show persistence when trying new experiences and remain focused and motivated as they take part in learning. For example, during a musical activity, children join in with actions and begin to use gestures and emerging words to communicate.

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Achievement Strong standard

Children demonstrate increasing independence in their play and routines. They make choices, follow instructions and take part in activities with confidence. They engage well with others and take pride in what they achieve. Children develop the knowledge, skills and confidence that prepare them well for their next stage of education.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive behaviour and interact kindly with one another. They learn to share resources, take turns and cooperate during play. Staff model expectations clearly and guide children calmly so they understand boundaries and develop respectful interactions with their peers. For example, younger children are supported with gentle reminders and close guidance to help them understand expectations, while older children are encouraged to manage their behaviour more independently and take responsibility during routines.

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Behaviour, attitudes and establishing routines Strong standard

Children follow routines confidently and show increasing independence during everyday activities. Staff support children to manage tasks, such as handwashing and taking part in daily routines. These expectations help children understand how routines support their wellbeing and contribute to a calm and organised environment. Staff take account of children's ages, stages of development and individual needs when supporting them, helping all children to feel secure.

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Behaviour, attitudes and establishing routines Strong standard

Children with special educational needs and/or disabilities are included fully in routines and learning. Staff provide reassurance and adapt their support to help children manage their feelings and remain involved. Children develop positive attitudes to learning. They show confidence, independence and a willingness to try new experiences, supporting their readiness for the next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote the importance of regular attendance and punctuality and work with parents to support consistent routines. This helps children to feel secure, maintain continuity in their learning and develop positive habits for the future.

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Children's welfare and wellbeing Strong standard

Children's welfare is supported through attentive and responsive care. Staff provide reassurance and guidance that help children to feel emotionally secure and settled. Children with special educational needs and/or disabilities receive support tailored to their needs so they can take part in routines and experiences. For example, staff provide close support and reassurance during routines to help children feel secure and remain engaged.

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Children's welfare and wellbeing Strong standard

Children benefit from a safe and secure environment, where they can move around confidently. The space is arranged to support children's independence, enabling them to explore and engage in activities. Staff support children to understand how to keep themselves safe, for example, by reminding them how to use equipment safely and supervising them closely during play.

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Children's welfare and wellbeing Strong standard

Staff support children to develop an understanding of healthy lifestyles through consistent routines and guidance. Mealtimes are sociable occasions, where children sit together and enjoy their food. Staff sit with children and encourage conversation, supporting children's awareness of healthy choices. Children follow hygiene routines as part of everyday expectations and begin to understand the importance of healthy lifestyles, including oral health.

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Children's welfare and wellbeing Strong standard

Staff provide calm and consistent interactions that support children's emotional security. They ensure children feel valued and understood, helping them to develop confidence and a sense of belonging. Staff support children to recognise and manage their emotions, for example, by helping them to name how they feel and providing reassurance to help them regulate their behaviour. As a result, children feel safe, settled and supported. They develop confidence and emotional security within a nurturing environment.

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Curriculum and teaching Strong standard

Leaders design a broad and purposeful curriculum that supports children's independence and early learning across all areas of development. The curriculum is based on the early years foundation stage and informed by the curiosity approach. It provides opportunities for children to explore and learn through meaningful play. Leaders place a clear emphasis on children's personal, social and emotional development. Staff support children to develop confidence, independence and positive relationships, enabling them to engage in activities.

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Curriculum and teaching Strong standard

Staff plan learning carefully and use routines and interactions to support children's understanding. They provide a balance of adult-led and child-initiated experiences, enabling children to follow their interests while developing new skills. Staff use ongoing assessment to identify what children know and can do. They observe children during play and interactions and use this information to plan next steps, ensuring learning is tailored to children's starting points. Leaders monitor the quality of assessment through discussions with staff and review practice to ensure it is used effectively.

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Curriculum and teaching Strong standard

Staff embed communication and early mathematics throughout the day. For example, during imaginative play, children count objects and use language, such as 'more' and 'less', as they explore. Staff model language clearly and use questioning to support children's understanding and vocabulary. Additionally, physical development is prioritised within the curriculum. Children benefit from regular opportunities for active play, which supports their coordination and confidence.

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Curriculum and teaching Strong standard

Staff ensure that children with special educational needs and/or disabilities access the same curriculum opportunities as their peers. They adapt activities and provide additional support so children can participate successfully and build confidence in their learning.

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Curriculum and teaching Strong standard

Leaders monitor the curriculum and work alongside staff to ensure it is implemented effectively. Staff plan engaging experiences based on their knowledge of children, supporting learning across the curriculum. They adapt their support so that learning is appropriate to children's ages and stages of development. Leaders evaluate the quality of teaching through observation and discussion with staff and provide feedback to support improvement. They support staff to refine their teaching through guidance and professional development.

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Inclusion Strong standard

Leaders ensure that all children, including those with special educational needs and/or disabilities (SEND) and children who speak English as an additional language, are included and feel they belong. Staff know children well and identify barriers to participation, adapting support so children can engage alongside their peers.

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Inclusion Strong standard

Leaders and staff assess and provide targeted support that helps children access learning and remain engaged. Staff use clear language, repetition and key words from children's home languages to support understanding and communication. These approaches help children to follow routines, build confidence and participate in activities.

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Inclusion Strong standard

The environment supports inclusive practice effectively. For example, children can access quieter areas, including a sensory space, when they need support to regulate their emotions. Staff use this thoughtfully to support children who may become overwhelmed, helping them to return to play and learning when they are ready.

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Inclusion Strong standard

Leaders ensure that staff consider inclusion, when planning experiences and routines. Staff adapt activities and interactions so children with SEND can participate successfully alongside their peers. They respond sensitively, review support and adjust their support to meet children's individual needs.

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Inclusion Strong standard

Leaders work in partnership with parents and external professionals to support children effectively. Information is shared regularly, and strategies are used consistently to support children's development. As a result, children feel valued and included and develop confidence in their abilities.

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Inclusion Strong standard

Leaders have a clear understanding of how children's needs are identified and supported. They ensure that staff receive relevant training, including in SEND, so they can respond effectively to children's needs. This helps ensure that all children, including those with additional needs, make progress from their starting points. Leaders demonstrate an understanding of how early years pupil premium funding would be used to support eligible children, including identifying potential barriers and providing targeted support and resources to improve outcomes.

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Leadership and governance Strong standard

Leaders provide clear direction and maintain high expectations for care, learning and safeguarding. They ensure that the curriculum supports children to develop knowledge and skills over time. Planning takes account of children's interests and individual needs, including those with special educational needs and/or disabilities, so that all children can take part in learning.

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Leadership and governance Strong standard

Leaders monitor the quality of the provision regularly. They review practice across the nursery, observe interactions and discuss routines with staff to check that children are supported and that expectations are applied consistently. This helps leaders maintain an accurate understanding of the provision and supports a consistent approach across the team.

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Leadership and governance Strong standard

Leaders support staff through supervision, guidance and ongoing professional development. Staff receive feedback that helps to strengthen their practice. Leaders support staff to develop their knowledge and skills through training and guidance. This has a positive impact on children, for example children are supported to engage confidently in activities and develop their skills over time.

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Leadership and governance Strong standard

Leaders reflect on the effectiveness of the provision and make changes, where needed, to improve outcomes for children. For example, they work in partnership with external professionals and local services to support children's development and transitions.

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Leadership and governance Strong standard

Parents report that their children enjoy attending the nursery. They value the regular communication they receive and feel well informed about their child's development. Parents describe staff as approachable and supportive, and highlight how staff provide guidance that helps them support their children at home. These partnerships support continuity between home and the setting. As a result, the nursery is well organised and consistent. Children feel secure, develop confidence and are supported effectively in their learning and development.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children enjoy attending this welcoming nursery, where they feel safe, valued and confident to explore their surroundings. They arrive happily and separate from their parents with ease. Staff support children to settle quickly into play. This helps children begin the day feeling secure and ready to engage in activities. Leaders promote the importance of regular attendance and punctuality and work with parents to support consistent routines. This helps children to feel secure and maintain continuity in their learning. Children build strong relationships with leaders and staff, who know them well. Staff respond sensitively to children's cues and provide reassurance when needed. As a result, children show confidence to explore the environment and take part in shared experiences.

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

Leaders and staff provide a range of experiences that support children's curiosity and enjoyment of learning. For example, children listen attentively during story times and confidently join in with familiar repeated phrases from well-known books. Staff encourage children to talk about characters and events in the story. This helps children develop their listening skills and extend their vocabulary. Younger children seek comfort from familiar adults during group activities and quickly return to play.

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

Children benefit from an environment that promotes independence and exploration. They move confidently between activities and select resources that interest them. Outdoors, children develop their physical skills through active play. For instance, they climb, slide and ride vehicles around the garden. Children also explore sand, water and mud kitchen play, filling and pouring from containers as they experiment with different materials.

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

Children learn how to interact positively with one another. Staff guide children calmly and help them understand expectations. Children practise sharing resources, taking turns and playing cooperatively with their peers.

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

Children who speak English as an additional language receive effective support to help them understand and participate in activities. Staff reinforce key vocabulary through clear language, repetition and visual cues. Children with special educational needs and/or disabilities receive thoughtful and responsive support. Leaders and staff adapt routines and activities so children can participate alongside their peers. For example, staff provide additional reassurance and adjust routines, where needed, to help children remain engaged. As a result, children feel included and develop confidence, independence and a strong sense of belonging in the nursery.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on outcomes and experiences of those with special educational needs and/or disabilities and those who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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

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Address:

All Hallows Church Hall Elton Avenue Greenford UB6 0PR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Magical Moments Day Nursery Limited

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Address:

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

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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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1 to 5

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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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