Southover Pre-School

Southover Pre-School

Unique reference number (URN): 2844721 Address: Southover Pre School, 12 Southover, London, N12 7JE Type: Childcare on non-domestic premises Registered with Ofsted: 09/05/2025 Registers: EYR Registered person: Southover Day Nursery Ltd

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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 Expected standard

Children make appropriate progress from their starting points. Babies and younger children develop confidence, communication and physical skills through sensory play, songs and movement. For example, during small-group song time, children choose songs, such as 'baby shark' and join in with actions, while staff use props and repetition to support communication and engagement. Babies begin to use sounds, single words and gestures to communicate.

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Achievement Expected standard

Older children develop skills in communication, personal development and early literacy. For example, children independently access a cosy outdoor reading area, select books and recall story events, while staff support discussion and extend language. They also develop independence through practical activities, such as washing socks and using pegs.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those who speak English as an additional language are supported effectively to access learning and make progress. However, the curriculum does not yet fully support the development of children's early mathematical concepts, such as comparisons of counting, size and volume.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established clear expectations for behaviour and routines. Staff model respectful interactions and use consistent language to support children's understanding. For example, during daily 'grace and courtesy' sessions, children are taught to use polite language, take turns and show kindness, which supports their understanding of behavioural expectations.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to learning. They engage in activities with interest and sustain attention for increasing periods of time. Babies and younger children explore resources with curiosity, while older children participate in group activities and follow instructions.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established and support children's sense of security. For example, children understand expectations during mealtimes, tidy-up time and transitions between activities. Staff provide gentle reminders and support children to follow these routines.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to manage their behaviour with support from staff. They are guided to share, take turns and resolve minor conflicts. Staff provide reassurance and help children regulate their emotions, particularly those who are still developing these skills.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is promoted through positive relationships with families. Children attend regularly and settle well into daily routines.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's welfare and wellbeing. Staff provide attentive care and respond to children's individual needs. For example, babies are supported through calm routines and close interactions, helping them feel secure and settled.

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Children's welfare and wellbeing Expected standard

Children develop independence through daily routines, such as eating, drinking and selecting resources. They also learn about caring for the environment, for example, by using recycling bags in the garden. Healthy eating is promoted through providing new improved nutritious meals, snacks and weekly cooking activities, with staff encouraging children to try a range of foods. However, opportunities to consistently deepen children's understanding of the benefits of healthy eating are not yet fully embedded throughout the day, particularly during mealtimes.

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Children's welfare and wellbeing Expected standard

Staff support children's emotional wellbeing effectively. They provide reassurance, comfort and consistent care, particularly for children who are new, less confident or who require additional support. This helps children to develop secure relationships and confidence.

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Children's welfare and wellbeing Expected standard

Children are encouraged to develop physical skills through outdoor play and activities, such as climbing and balancing activities and regular nature walks, which support coordination and confidence. Staff support children to take appropriate risks in a safe environment. Overall, children's welfare needs are met, and they are supported to develop confidence, independence and wellbeing.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that focuses on supporting children's communication, personal development and physical skills, reflecting the needs of the children attending. Staff understand the curriculum intent and plan activities that follow children's interests and next steps.

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Curriculum and teaching Expected standard

Teaching is generally effective and responsive. Staff use modelling, narration and repetition to support learning. For example, in the mud kitchen and sensory play, staff describe actions and introduce vocabulary, such as 'mix, pour' and 'stir', helping children link language to experiences. They ask simple questions and build on children's responses to extend thinking. In the baby room, staff model simple words, repeat sounds and use gestures during play and routines, helping babies begin to communicate and engage.

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Curriculum and teaching Expected standard

Activities are purposeful and engaging. For example, planting activities help children understand processes and sequencing, while dough and sand play develop fine motor skills and early problem-solving. Staff adapt their interactions to support younger children and those who speak English as an additional language.

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Curriculum and teaching Expected standard

Leaders provide training and monitor practice to support staff development. This has improved staff confidence in supporting communication and language. However, practice is not always consistent in promoting early mathematical language and concepts during play. Overall, the curriculum is implemented effectively and supports children's development across the areas of learning.

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Inclusion Expected standard

Leaders identify children's needs accurately and take appropriate steps to reduce barriers to learning and development. They work effectively with external professionals, including therapists, to support children with additional needs. For example, adaptations such as low- level seating and targeted physical activities help children with physical needs to participate alongside their peers.

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Inclusion Expected standard

Leaders support children who speak English as an additional language through practical strategies, such as using key words, repetition and home-language prompts. This helps children to understand routines and develop communication skills. Staff use simple, consistent language and model interactions effectively to support understanding.

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Inclusion Expected standard

Support for children with emerging needs is in place. Staff observe children closely and implement strategies to support behaviour and emotional regulation. For example, they use consistent routines and visual cues to help children manage transitions and expectations.

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Inclusion Expected standard

Leaders understand the needs of disadvantaged children and use available funding and targeted support to help reduce gaps in learning and development. Leaders work closely with parents and professionals to provide appropriate support. The setting promotes inclusion by ensuring all children access the same experiences, with adaptations where needed. This means, children are supported well to make progress from their starting points.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and areas for development. Since the last inspection, they have taken appropriate action to address recommendations, including improving support for communication and language and strengthening staff understanding of the curriculum.

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Leadership and governance Expected standard

Leaders monitor practice through observation and discussion, helping to ensure that staff implement the curriculum appropriately. Training and professional development are prioritised, particularly in supporting communication and language, which has improved staff confidence and consistency in their interactions with children.

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Leadership and governance Expected standard

Leaders respond to feedback from parents and use this to improve children's experiences. For example, following consultation, they reviewed the menu and introduced healthier options with reduced salt and sugar, ensuring meals better meet children's needs. Leaders use their understanding of the local community to make inclusive decisions, supporting all children to access appropriate experiences and promoting healthier lifestyles. Although, opportunities to further develop children's understanding of healthy eating are not yet fully embedded.

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Leadership and governance Expected standard

Partnerships with parents are positive. Leaders and staff communicate regularly through discussions, meetings and online systems. Parents report that they feel well informed and confident to raise concerns, and value opportunities to engage in events and activities.

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Leadership and governance Expected standard

Staff wellbeing and workload are supported through ongoing communication, teamwork and clear guidance, helping staff to carry out their roles effectively. Overall, leadership is effective in maintaining and improving the quality of provision, although further work is needed to ensure greater consistency in some aspects of teaching.

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

Children arrive happily and are greeted warmly by staff, helping them feel secure and ready to begin their day. They settle quickly into well-established routines and confidently move into play, selecting resources independently from accessible environments. Babies and younger children explore sensory activities, such as cereal trays with farm animals, where they listen to sounds, repeat words and engage with familiar songs. These experiences support their early communication and curiosity.

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

Children enjoy a broad range of meaningful experiences. For example, older children take part in planting activities, where they dig, plant and water, learning about growth and the natural world. Staff model language such as 'plant, 'grow' and 'water', helping children, including those who speak English as an additional language, to build vocabulary and understanding. Older children engage in imaginative play outdoors, riding wheeled toys and talking about where they are going, which supports communication and confidence.

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

Children develop a sense of belonging. They form positive relationships with staff, including their key person who understands their individual needs well. For example, babies who find separation difficult are supported through flexible settling-in approaches, enabling them to feel secure and engage more confidently in play. Older children play collaboratively with others, sharing resources and beginning to take turns.

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

Children thrive in a calm and nurturing environment. They follow routines, such as mealtimes and tidy-up time, and develop independence in self-care. They behave appropriately for their age and are supported to understand expectations through consistent role modelling and gentle guidance. For example, at registration, staff use emotion boards and encourage children to name how they feel as they arrive, helping them to recognise and manage their emotions. Children feel safe and secure and their wellbeing is prioritised through responsive care and attentive interactions.

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Next steps

Leaders should strengthen opportunities to extend children's mathematical thinking, including matching, comparing size and recognising patterns, so children develop a

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Address:

Southover Pre School 12 Southover London N12 7JE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Southover Day Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:15

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Facts and figures used on inspection

deeper understanding of early mathematical concepts. Leaders should strengthen opportunities for children to learn about healthy eating and lifestyles, including through, for example, regular discussions during routines and activities so children understand the importance of making healthy choices.

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About this inspection

The inspector spoke with leaders and practitioners 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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