Magic Roundabout Nurseries Ltd

Magic Roundabout Nurseries Ltd

Unique reference number (URN): 2852421 Address: 41 Dunkirk Road, Nottingham, NG7 2PH Type: Childcare on non-domestic premises Registered with Ofsted: 27/06/2025 Registers: EYR Registered person: Magic Roundabout Nurseries 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 Strong standard

Children make excellent progress because staff know them extremely well and build on their interests and individual needs. Staff skilfully adapt teaching, routines and the environment so that children with special educational needs and/or disabilities, and those who face barriers to learning, participate confidently. For example, the planting area has been developed directly from children's interest in bees and ladybirds.

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Achievement Strong standard

Children settle quickly and explore with confidence, particularly outdoors, engaging in opportunities linked to their interests and next steps. After solving a problem together, they wash dolls in the water tray, sharing resources and taking turns. These emerging social and communication skills support smooth transitions in to new rooms and, later, on to school.

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Achievement Strong standard

Independence is promoted throughout the day, helping children move confidently between activities and preparing older children well for school. Across all areas, they secure age- appropriate knowledge and skills, ensuring they are ready for what they need to learn next. Staff celebrate every achievement, so each child feels valued and motivated.

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Behaviour, attitudes and establishing routines Strong standard

Leaders establish a clear, consistent and highly effective approach to behaviour and routines, setting high expectations that are applied securely across the setting. As a result, children understand and follow expectations with confidence. Well-established routines help them be ready to learn and children move purposefully with high levels of independence. For example, older children receive a 5 minute warning before transitioning indoors, while younger children are shown nappies to signal nappy time. Children demonstrate kindness, respect and consideration for others. Transitions, such as snack time, are calm and well managed. Staff explain routines clearly. For example, children independently collect their cups from the water station, contributing to a settled and purposeful learning environment.

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Behaviour, attitudes and establishing routines Strong standard

Staff skilfully support children to recognise and manage their emotions, helping them to develop resilience and positive friendships. Adaptations to routines ensure that all children can participate fully, supporting emotional regulation and sustained engagement in play and learning. For instance, children are encouraged to explore their feelings on arrival and during activities, such as story time, which strengthens their emotional literacy. Parents value the discussions and updates they receive through daily feedback and the online system. They feel included in their children's development and can extend learning at home. For example, children took beans home to plant in their gardens, reinforcing their home- learning partnership.

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Children's welfare and wellbeing Strong standard

Children thrive in their emotional wellbeing because they benefit from trusting relationships with kind, nurturing and empathetic staff. Children benefit greatly from these positive relationships and the well-planned environment, as they are happy and confident to explore and engage in learning.

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Children's welfare and wellbeing Strong standard

Leaders create nurturing environments where children are encouraged to develop their independence. For example, older children wash their hands independently after making dough and serve their own snacks using utensils, demonstrating growing confidence and self-help skills. The effective key-person system enables staff to get to know children exceptionally well and understand their individual needs, allowing them to respond sensitively and build secure attachments. Routines are adapted where necessary to meet children's individual needs, especially those children who face barriers to learning. For example, smaller groups and one-to-one support help them feel secure and fully included.

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Children's welfare and wellbeing Strong standard

Staff implement healthy practices, well-organised dietary systems and consistent hygiene routines. Children independently access water and learn about healthy food choices. For example, placemats and serving bowls are colour-coordinated using a 'traffic light system' to indicate allergies, ensuring that staff can quickly identify children's needs and maintain a safe, inclusive snack routine. Safer-sleeping arrangements are fully embedded in practice.

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Children's welfare and wellbeing Strong standard

The nursery is a recognised Sun Safe setting, and the parent noticeboard provides clear, practical guidance for home, including language development. This helps families feel well informed and able to support their children's learning and wellbeing beyond the nursery.

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Curriculum and teaching Strong standard

Leaders and staff have seamlessly implemented a highly inclusive curriculum that meets the needs of all children, including those who face other barriers to their learning. They place a high focus on teaching children the key skills for future learning, with a clear emphasis on communication and language, mathematics and personal, social and emotional development. For example, mathematical concepts are woven throughout the activities, with younger children singing rhymes, such as '5 Little Monkeys' and, with older children, positional language at snack time, including 'opposite' and 'under'.

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Curriculum and teaching Strong standard

Staff deliver high-quality teaching. They consistently adapt their teaching methods to meet children's individual developmental stages. They skilfully narrate alongside younger children's play, repeating key words and phrases which children then begin to use themselves. Staff share stories with genuine enthusiasm indoors and outdoors, capturing children's interest and sparking curiosity. Children listen with sustained focus and are developing a clear love of books. Thoughtfully created cosy spaces enable them to explore stories freely. For example, children confidently visited the outdoor book area and selected books independently, showing growing autonomy and enjoyment of reading.

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Curriculum and teaching Strong standard

Outdoor learning is a particular strength of the setting. Children are inquisitive learners and enjoy exploring nature, growing and planting. They develop physical skills through balancing on walkways, and fine-motor skills within the mud kitchen area and the creative table. Staff extend children's ideas as they squeeze paint bottles and transport natural materials into different parts of the mud kitchen. This helps children to develop fine-motor skills and become confident in their own abilities. Staff consistently support children's communication and language through effective role modelling and meaningful conversations.

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Inclusion Strong standard

Leaders have created an inclusive culture where every child is valued and supported to access the curriculum, including those who face barriers to learning. They identify individual needs with precision through careful assessment of starting points, ongoing observations and close communication with parents and carers. This enables staff to recognise children's needs and next steps, meaning each child's qualities are understood and responded to promptly. Staff adapt practice consistently so all children can participate fully and make progress, helping them to engage alongside their peers, build confidence and develop independence. For example, staff responded calmly and supportively, adapting their approaches to meet the needs of children who face barriers to learning.

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Inclusion Strong standard

Children benefit from an approach where their interests, preferences and ways of learning shape the provision. Staff know their children very well and provide meaningful opportunities for them to lead their own learning. For example, they offer children choice and a flexible approach that enables them, including those who face barriers to learning, to participate confidently and make progress. Leaders and staff respond thoughtfully and tailor experiences, so that every child feels known, valued and engaged, while having a sense of belonging.

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Inclusion Strong standard

Leaders and staff are highly knowledgeable, have attended relevant training and work effectively with parents and carers and external agencies to ensure that children make the best possible progress. For example, when concerns emerge around sensory responses to food, staff introduce targeted activities and share strategies with parents. Staff regularly review children's progress and the impact of strategies. The online app is used well as a 2- way communication tool, and parents and carers frequently comment on how useful and informative they find it, noting that it strengthens communication and keeps them well updated.

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Inclusion Strong standard

As a result, all children feel included, develop confidence and make excellent progress from their individual starting points.

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Leadership and governance Strong standard

Leaders have high expectations and instil these throughout the staff team, who are committed to providing the best possible experiences for children. Children and families are placed at the centre of decision making, with leaders maintaining a clear vision for continuous improvement. They reflect thoughtfully on practice and identify areas to enhance further, such as developing woodwork and strengthening free-flow opportunities.

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Leadership and governance Strong standard

Leaders make full use of training to deepen staff knowledge and strengthen children's learning. They work closely with the local authority to enhance staff development and secure timely guidance for children who face barriers to learning. Leaders regularly evaluate the curriculum, children's progress and the quality of teaching, taking prompt action where improvements are needed. For example, they developed the growing area to reflect children's interests.

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Leadership and governance Strong standard

Staff wellbeing is prioritised, creating a positive, supportive culture where the team feels valued and confident in their roles. This strong sense of trust and mutual respect enables staff to work collaboratively, maintain high-quality practice and remain focused on delivering the best possible experiences for children. Leaders actively involve staff in decisions that shape children's experiences, including contributing to curriculum planning, resulting in a reflective, skilled and united team focused on excellence.

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Leadership and governance Strong standard

Leaders create a culture of openness and strong partnership with parents, where information is shared meaningfully in both directions and grounded in trust. They invest time in getting to know families well, ensuring that parents feel welcomed, valued and fully involved in their children's experiences. Parents speak highly of the nursery and consistently describe how much their children have developed, grown in confidence and become increasingly independent since joining.

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

Children thrive in this nursery, benefiting from a warm, nurturing and highly supportive environment from the moment they arrive. Staff work closely with parents to gather detailed information about each child's interests, routines and developmental starting points, enabling them to plan meaningful learning that builds on what children already know and can do. A calm, well organised environment promotes exploration, choice and purposeful engagement. Children form strong, trusting relationships with staff and their peers. Routines are thoughtfully adapted to meet individual needs, including for children who face barriers to learning, and staff respond sensitively to offer comfort, reassurance and support.

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

Across the setting, children engage enthusiastically in a broad and ambitious curriculum that reflects their interests and developmental stages. Younger children enjoy singing and stories, while older children demonstrate sustained concentration during a wide range of activities indoors and outdoors. Mealtimes promote social skills, healthy choices, and high- quality interactions within a language-rich environment which supports confident communication.

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

Children build friendships and play together with kindness and respect. They show positive attitudes, curiosity and enthusiasm as they explore activities. They investigate materials, ask questions and experiment with new ideas. Through a variety of stimulating experiences, children develop independence by making choices, managing small tasks and contributing to shared routines. Children flourish in a setting where high expectations, strong relationships and well-informed practice ensure sustained progress and secure foundations for future learning.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Magic Roundabout Nurseries Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 19:00

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Next steps

Leaders already provide strong transition arrangements that help children settle calmly and confidently. Building on this strength, they should continually review the settling-in process to ensure this consistently reassuring start continues as the nursery grows and evolves.

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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 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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