Maytree Nursery School

Maytree Nursery School

Address: 4 Allingham Road, London, SW4 8EG Unique reference number (URN): 100553

p.1

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, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

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

p.1

How we evaluate safeguarding

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

p.1

Achievement Strong standard

Children at the school achieve very well. They are consistently well prepared for the next stage of education. They develop key foundational skills in reading, writing and mathematics. Older children can recall and discuss their learning, taking turns to give their views. For example, they can talk about the letters they recognise and match them to sounds in different names.

p.2

Achievement Strong standard

Children learn to become more independent as they move through the school. They learn to pour themselves a drink of water and to wash their hands after going to the bathroom. They help to take care of the plants around the outdoor area and join in with tidying up. Staff know the children very well, including those with any additional needs. They provide carefully tailored support for children where needed. Disadvantaged children achieve as well as their peers because staff know them well and adapt support carefully.

p.2

Attendance and behaviour Strong standard

Children genuinely enjoy their time at school and most attend regularly. The school works with parents and carers to promote the benefits of regular attendance. Staff talk about the impact of absence on a child's development, their sense of belonging and how settled they feel. Leaders monitor attendance carefully to identify any patterns. They act swiftly to offer support to families where needed. This includes practical help such as changing the days or times children attend or offering a place in breakfast club.

p.2

Attendance and behaviour Strong standard

Children's behaviour is excellent. They are kind and respectful to each other and to staff. Across the Nursery, relationships are warm and trusting. This creates an environment where children feel safe, valued and calm. Staff get to know the children as individuals. They understand their needs and any issues that may trigger problems. They can therefore anticipate and avoid things going wrong. Staff focus on the positives such as praising good behaviour. When something does go wrong, staff get down to the child's level to talk to them. They discuss the child's behaviour with them and talk to them about what the child could do differently in the future. Bullying is not an issue at this school.

p.2

Curriculum and teaching Strong standard

Leaders have created a high-quality curriculum across all areas of learning. At its heart is purposeful play and a clear focus on enabling children to develop and use a growing range of language. Leaders are always looking at ways to continue to improve the learning.

p.2

Curriculum and teaching Strong standard

Staff think deeply about how to draw out rich language during interactions. They follow children's learning and constantly expand children's knowledge and skills. They model language clearly and ask questions that extend children's thinking. Staff adapt teaching skilfully so that all children, including those with special educational needs and/or disabilities, can participate and succeed. Children learn key skills in early reading, writing and mathematics. Staff then support them to achieve further. For example, children show how they can identify different sounds. They then link those sounds to the letters in their names. Staff skilfully weave learning together across different areas.

p.2

Curriculum and teaching Strong standard

The outdoor curriculum is a particular strength of this nursery. Children have daily opportunities to explore the natural world. They grow and harvest different plants. Children develop physical skills and take part in activities that build their resilience and curiosity. Staff carefully plan outdoor learning to deepen children's understanding of the world.

p.3

Inclusion Strong standard

Leaders and staff are highly ambitious for all children who attend the school. As soon as children start attending, staff focus on finding any barriers to their learning and wellbeing. This includes children with special educational needs and/or disabilities and those who are disadvantaged. Staff create detailed support plans with specific targets, provision and resources. This enables children to access the full curriculum. Staff review plans continually and adjust them where needed. They change them where needed to ensure that the support remains relevant. At the end of every term, a more formal review takes place.

p.3

Inclusion Strong standard

Staff thoughtfully adapt learning so that all children can succeed. They use visual prompts, targeted small-group work and tailored resources. These strengthen children's communication, confidence and independence. Staff collaborate closely with various external providers, including a music therapist and autism support workers. The school's 'nurture provision' blends into learning to provide extra support in key areas. When children are known to social care, the school builds strong ties with the local authority and supports carers. The school uses early years pupil premium funding adeptly. This helps children's learning and wellbeing and allows them to enjoy many enriching activities.

p.3

Leadership and governance Strong standard

Leaders have a deep understanding of the school and its context. They know what is working well and constantly plan to keep improving the school in all areas. They are never complacent. Leaders know the community well and build trusting relationships with parents and carers. They offer support and advice wherever needed.

p.3

Leadership and governance Strong standard

Leaders place the needs of the children at the heart of what they do. They are ambitious for the success of all children. They ensure that children with additional needs are offered the careful, tailored support they require. Leaders provide staff with a carefully designed programme of professional learning. Training is purposeful and linked to the school's priorities. Staff praise the training. They are very positive about the support they receive from leaders. They feel listened to and say that leaders respect their workload and wellbeing.

p.3

Leadership and governance Strong standard

Governors use their knowledge and expertise to provide effective challenge where needed. They fulfil their statutory duties and have a clear overview of safeguarding in the school. They praise the progress that children make and the dedicated staff. Parents are extremely positive. They particularly value the excellent pastoral care.

p.3

Personal development and wellbeing Strong standard

All children benefit from the school's personal development and wellbeing programme, including disadvantaged children. The nursery provides excellent pastoral care for both children and families. Staff know the children extremely well. They offer comfort when things go wrong and support them to become resilient in their learning.

p.4

Personal development and wellbeing Strong standard

As children move through the school, they learn the boundaries and rules in place and how to follow them. Through this, they learn about right and wrong and explore these concepts in different stories they read. Children learn about how to look after themselves. At mealtimes, children talk about the importance of fruit and vegetables in keeping them healthy. Children learn how to keep themselves safe, including having control over their own body. For example, they learn to say 'stop' if they do not like something. Children learn to build their confidence exploring the indoor and outdoor areas. They become more confident at tackling new things and learn to find them exciting and interesting.

p.4

Personal development and wellbeing Strong standard

The nursery ensures that different cultures and languages are celebrated. Children learn about different cultural and religious festivals. They sing songs in different languages. Families get together for the ‘Summer Social’ and share food from their different communities. The school promotes fundamental British values in an age-appropriate way. For instance, children begin to learn how democracy works through activities such as voting for a story they want to hear.

p.4

Personal development and wellbeing Strong standard

Children's learning is enriched in different ways. Parents visit, for example, to read stories in their own language and to talk about how to take care of their teeth. The children visit a local market and a pizza restaurant. They then make their own pizzas to eat.

p.4

What it's like to be a pupil at this school

Children thoroughly enjoy their time at this friendly and inclusive nursery school. They enter happily and are eager to play together in the well-resourced indoor and outdoor areas. Staff skilfully support their learning and prioritise the development of their language skills. Children make substantial progress from their starting points. By the time they leave, they are extremely well prepared for the next stage of their education.

p.4

What it's like to be a pupil at this school

The caring environment that staff create helps each child thrive and feel safe. Children can name a member of staff who will help them if they have any concerns or worries. Well- established routines and a wide range of appealing activities mean children enjoy their learning. Staff learn about children’s interests and use this to involve them in meaningful activities through play.

p.4

What it's like to be a pupil at this school

Staff focus on getting to know children and their families well as soon as they start at the school. Children with special educational needs and/or disabilities or who are disadvantaged receive highly effective support. Staff collaborate with parents, carers and specialists to ensure the right support is provided. This means that these children, along with others with barriers to their learning, also make very positive progress.

p.4

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place. Children behave extremely well. Staff set clear expectations, which the children carefully follow. Children receive lots of praise for their positive behaviour. If things go wrong, children are gently corrected. Rough play and bullying are not an issue. Staff support families to help ensure that children attend school regularly. Children's learning is enriched in a wide range of different ways. For example, children visit theatres and museums and explore local landmarks.

p.5

Next steps

Leaders should ensure that the consistently effective practice across the nursery is sustained over time to have a lasting, deep impact on all children.

p.5

About this inspection

The chair of the board of governors in this school is Marc Newall.

p.5

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.5

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.5

About this inspection

Inspectors spoke with the headteacher and senior leaders. They also held meetings with the members of the governing body and a representative from the local authority during the inspection.

p.5

About this inspection

The inspectors confirmed the following information about the school:

p.5

About this inspection

The school currently uses no alternative provision.

p.5

About this inspection

Executive Headteacher: Luke Page The inspector(s) used this data during the full inspection on 7 July 2026

p.5

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.6

What does this mean?

The proportion of pupils eligible for free school meals.

p.6

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.6

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.6

What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.7

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.7

What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

p.7

Exceptional

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

p.7

Strong standard

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

p.7

Expected standard

The school 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.

p.7

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8