Creative Explorers Preschool - Crouch End

Creative Explorers Preschool - Crouch End

Unique reference number (URN): 2789373 Address: Rear of 101 Tottenham Lane, Broad Lane, London, N8 9BG Type: Childcare on non-domestic premises Registered with Ofsted: 19/04/2024 Registers: EYR Registered person: Creative Explorers Crouch End 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

All children make significant progress as a result of attending the nursery. They make excellent progress in relation to their starting points. Children are well prepared and ready for the next stage in learning and transition to school.

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Achievement Strong standard

Children communicate confidently and use an increasingly broad vocabulary to express their ideas, needs and experiences. They listen attentively, engage in meaningful conversations and develop the communication skills needed for future learning. Children confidently join in all aspects of the pre-school day and demonstrate positive attitudes to learning.

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Achievement Strong standard

Children develop independence through everyday routines and confidently manage tasks appropriate to their age and stage of development. They demonstrate resilience, concentration and perseverance when faced with new challenges and apply these skills across their learning. They are well prepared for the next stage in their learning, including their transition to school.

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Behaviour, attitudes and establishing routines Strong standard

Children flourish in the positive learning environment provided by staff. Leaders and staff consistently model the high expectations for all attending. Staff are calm and reassuring and children's behaviour is exemplary. Children thrive on the encouragement and frequent praise they receive from staff and this also significantly contributes to their confidence and self- esteem. Children demonstrate a real desire to focus on their learning. They demonstrate they are confident and eager to contribute their ideas and take an active part in their learning. For example, they enthusiastically join in discussions about keeping themselves safe, confidently sharing their own ideas while listening respectfully to the views of others.

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Behaviour, attitudes and establishing routines Strong standard

Staff anticipate and swiftly identify children who face barriers to their learning and/or wellbeing. They ensure consistent guidance, time and support is provided so that children fully participate. Staff help build on children's skills gradually, to help them settle into the daily routines. Leaders ensure there is a mutually respectful atmosphere throughout. Children demonstrate good manners and understand the high expectations for behaviour that are fully embedded in practice. Children have formed friendships with others attending and are caring toward one another. Staff are skilled in recognising when children need support to manage conflicts. They thoroughly praise them when they resolve issues independently.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work effectively with families to ensure that they understand the importance of regular attendance. They support families to ensure that children benefit from their time at the setting. Staff are aware of the policy and procedures in place and take swift and thoughtful action if needed.

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Children's welfare and wellbeing Strong standard

Leaders and staff consistently recognise and use additional learning opportunities during everyday routines, such as nappy changing, handwashing and mealtimes. This highly effective approach supports children to develop key life skills for the future. Staff fully understand and swiftly identify the unique needs of all children. They adapt care routines to ensure children are fully supported and that their wellbeing is prioritised. Staff are nurturing, respectful and maintain children's dignity and privacy during personal care routines. Ongoing interactions contribute significantly to children's emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Children enthusiastically and confidently prepare their own healthy snacks. They proudly put on their chef's hats and aprons before chopping fresh fruit, pouring their own drinks and tidying away afterwards. Meaningful conversations help children develop an understanding of healthy eating, oral health and the importance of vitamins in keeping their bodies healthy. Children benefit from consistent praise and reassurance and have formed close and trusting bonds with their key persons.

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Children's welfare and wellbeing Strong standard

Leaders provide high-quality learning environments indoors and outdoors. Children thoroughly enjoy spending time in the nursery garden, where they care for plants, observe vegetables as they grow, and develop an understanding of healthy lifestyles, nature, and the importance of physical health and wellbeing.

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Curriculum and teaching Strong standard

Leaders ensure learning opportunities ignite children's interest and curiosity and provide all children with high-quality teaching consistently. Staff provide a well-sequenced and ambitious curriculum that reflects children's interests and supports their development across the areas of learning. They understand how children learn, and plan experiences that build on what children already know and can do. As a result, all children build securely on their knowledge and skills over time.

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Curriculum and teaching Strong standard

Staff provide quality teaching and interactions that are purposeful and build on children's interests and developmental stages. For example, during a 'mix, make and imagine' activity, children independently select herbs, petals and natural materials to create their own potions. They confidently predict what might happen as they mix ingredients together and compare quantities using mathematical language such as 'more', 'less', 'full' and 'empty'. Children eagerly share their ideas with staff and their friends. Staff skilfully extend children's thinking through carefully timed questions, giving children time to think before responding. These experiences develop children's communication, mathematical understanding and curiosity.

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Curriculum and teaching Strong standard

Children's communication and language flourish through engaging experiences throughout the day. Staff model language well and introduce ambitious vocabulary through stories, investigations and group discussions. Children confidently recall previous learning, ask questions, explain their thinking and revisit learning through play, strengthening their confidence, independence and positive attitudes towards learning.

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Inclusion Strong standard

Leaders and staff are committed to ensuring children consistently experience inclusive practice. The nursery is inviting and welcoming for all children. There is an inclusive culture that is understood by all. Staff complete robust assessments and ongoing observations of children. Highly skilled staff demonstrate a secure knowledge of child development, enabling children's individual needs to be swiftly identified. Information gathered from parents, together with ongoing discussions, ensures precise next steps for learning are in place. Stringent monitoring enables leaders to evaluate children's progress effectively and ensure they make strong progress from their starting points.

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Inclusion Strong standard

Staff adhere to personalised routines and implement targeted interventions. Resources, visual prompts and dedicated sensory spaces, both indoors and outdoors, support all children to access and succeed from their starting points. Leaders and staff are highly effective at breaking down barriers to learning, enabling children to participate fully, develop confidence and achieve positive outcomes.

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Inclusion Strong standard

Leaders ensure staff feel confident in their role and receive ongoing training and support so they are highly effective in supporting children with special educational needs and/or disabilities. High priority is given to maintaining a consistent and inclusive approach. Leaders work closely with families and external professionals to ensure continuity, regularly review children's progress and secure the best possible outcomes for children.

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Leadership and governance Strong standard

Leaders respect and value the contribution that staff make and thoughtfully consider their wellbeing and workloads. Staff are highly dedicated to providing the best possible outcomes for children. They comment positively on the support and encouragement leaders provide. They are motivated and keen to continue to build on their own skills and welcome opportunities to participate in purposeful professional development. Leaders have a robust knowledge and understanding of the importance of self-reflection and are highly effective in identifying areas of strength and areas to develop further. They fully understand how to provide inspiring, high-quality teaching for all children attending the nursery. This is successfully achieved through robust monitoring of practice. Leaders seek relevant training to ensure staff have the knowledge and understanding to meet children's specific and emerging needs. For example, leaders have prioritised special educational needs and/or

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Leadership and governance Strong standard

disabilities training, strengthening staff's understanding of meeting children's individual needs. As a result, staff make timely adaptations to their practice so all children participate fully in learning.

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Leadership and governance Strong standard

Leaders ensure children are at the heart of all decisions made and this has a positive impact on their outcomes. For example, when enhancing the garden, leaders considered children's preferred ways of learning to ensure they thrive in the outdoor environment. In addition, leaders provide parents and families with flexibility to effectively promote children's regular attendance. Leaders are proactive in securing meaningful working relationships with external professionals so they work collaboratively and provide children with consistent, high-quality support. Highly effective communication and partnerships with parents, together with other professionals involved with the family, have a positive impact on children's wellbeing and enable them to thrive.

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

Children arrive at nursery with excitement and enthusiasm to start their day. They are warmly welcomed by attentive staff and leave their parents with ease. Positive, caring relationships are formed with their key persons and other staff, and children demonstrate they feel safe and secure. Children quickly immerse themselves in their chosen activities. For example, they eagerly revisit their interest in the recent nursery renovations as they investigate coloured, shaped and textured construction blocks, confidently building towers together while exploring shape, size and pattern. Outdoors, children delight in caring for the nursery garden, planting seeds, watering vegetables and proudly talking about what they have grown.

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

Children make rapid progress and consistently achieve from their starting points. Staff strengthen learning by revisiting previous learning and providing meaningful opportunities to deepen children's knowledge and skills. Children benefit from an ambitious curriculum, and the importance of attendance for their learning and welfare is promoted. Children are well prepared for the next stage in learning and transition to school.

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

Children demonstrate a love of books and stories. They confidently recall previous learning, eagerly join in with familiar stories and confidently discuss what they have learned. Children work well together with minimal support from staff. They concentrate, help one another and make independent choices throughout the day. Children are familiar with the routines and expectations. They show perseverance and determination to solve problems for themselves, while attentive staff provide timely support when needed.

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

Parents speak highly of the care and education provided for their children. They comment on the support provided and early intervention for children who may have barriers to learning. They are grateful for the ongoing communication they receive regarding their child's progress.

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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

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Address:

Rear of 101 Tottenham Lane Broad Lane London N8 9BG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Creative Explorers Crouch End Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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. children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children 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 is from 6 July 2026

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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. 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

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

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