Magic Roundabout Nurseries LtdOfsted report card, 22 Sept 2026

Magic Roundabout Nurseries Ltd

Unique reference number (URN): EY152688 Address: Binfield Road, Clapham, London, SW4 6TB Type: Childcare on non-domestic premises Registered with Ofsted: 21/05/2003 Registers: EYR, CCR, VCR 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 Expected standard

All children, including those with special educational needs and/or disabilities, typically achieve well from their starting points. They are typically well prepared for their next stage of learning through the routine and activities. These are adapted for each child's age and stage to build on what they can already do and develop their skills further. For example, children are taught independence at mealtimes, and move from being supported with feeding to being able to serve their own food. However, at times, staff do not give children the space to make their own choices and be imaginative in their play. For instance, children play with clay and identify that they clay is hard. They ask for water, and a staff member pours the water on the clay. As a result, they were unable to build on their independence further.

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Achievement Expected standard

Children are supported to build on their listening and attention through group activities, and they show high levels of engagement with this. They are able to wait their turn for what comes next from the 'box' and excitedly explore the objects. They show a love of stories, and older children confidently talk about what is happening in the story as staff give them the space to participate and share their thoughts.

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Behaviour, attitudes and establishing routines Expected standard

Leaders set clear expectations for children's behaviour, and children typically behave well. Staff are kind and warm and act as positive role models for children. They respectfully manage behaviour, and children generally respond to this. Children are encouraged to take turns, and some staff use visuals such as sand timers to help children manage their emotions when their turn ends. Children are praised for their efforts and develop a positive attitude to learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff typically manage daily routines well. They support children to manage the stairs well, and advise other staff on the expectations to keep children safe. Some staff use songs to support children's understanding of what will happen next, such as to help them move from play to mealtimes. Leaders promote attendance and ensure that any unexplained absences are followed up swiftly. This supports children to attend regularly and ensures their safety.

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Children's welfare and wellbeing Expected standard

Leaders have created a welcoming environment for all children, including those with special educational needs and/or disabilities (SEND) or who may face barriers to learning. Leaders and staff gain knowledge about children before they start, which they use to help children settle. The setting has a clear key-person system in place. However, at times, children do not receive a key person as quickly as they could, which delays the settling period for children.

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Children's welfare and wellbeing Expected standard

Children benefit from sensory and calm spaces separate from their main rooms, which gives them a safe place to manage their emotions. They use these throughout the day and children with SEND have access to them for individualised support. Sleeping arrangements have been updated to reflect the most recent guidance. Leaders have ensured that staff have received appropriate training to keep children safe, and staff perform rigorous checks during children's sleep.

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Children's welfare and wellbeing Expected standard

Children are taught healthy habits and enjoy regular access to a large and well-resourced garden that helps them develop their physical skills. They are taught to manage risks safely when engaging with outdoor equipment, and staff support younger children to access the equipment safely. Staff support children to eat safely and sit with them at the table. Children enjoy healthy foods, and older children are given responsibilities to help hand out cutlery to their peers. They show a sense of pride in helping others.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum to support all children to develop their skills in an appropriate way according to their individual age and stage. They are reflective of practice and work with staff to make improvements in teaching and learning. Leaders have created an ambitious and well-resourced environment to give children a variety of experiences, which motivates them to learn. They introduce early mathematics into play, such as by counting when children place sticks into the sand.

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Curriculum and teaching Expected standard

Leaders have a strong focus on physical development. Children have regular access to the outdoor area, where they are encouraged to take risks through climbing, running and swinging. They are supported by adults to manage these risks, and children wait patiently for their turn and observe their peers using the equipment. Children have opportunities to build their fine motor skills and are typically supported by responsive adults. For example, children make pizzas in the mud kitchen and are supported to pinch herbs and twist lids to free them. As a result, children confidently develop their physical skills.

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Curriculum and teaching Expected standard

Overall, staff support all children, including those with special educational needs and/or disabilities and children with barriers to learning, to build their communication and language skills. Staff support children who speak English as an additional language by speaking in their home languages and reinforcing in English. This supports them to understand instructions, which they can then follow. Staff interact with children throughout playful experiences and introduce new vocabulary. However, at times, staff do not fully extend vocabulary, which means that children do not develop their language as swiftly as they could.

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Inclusion Expected standard

Leaders have a clear understanding of how to support children, including those with special educational needs and/or disabilities (SEND), to make progress. They work collaboratively with staff and parents to identify children's emerging needs swiftly. Therefore, children with SEND have strategies and plans in place to help them to make progress. For example, leaders and staff have introduced visuals, physical prompts and signs to support understanding and develop children's communication skills. However, these strategies are not consistently used across the setting. As a result, children do not always know what is expected of them. Leaders work closely with external agencies to reduce barriers for all children, including those with SEND and/or barriers to learning. They use the experience of professionals and provide training for staff to enhance their knowledge, such as speech and language training.

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Inclusion Expected standard

They make swift referrals and support parents to access external support. Parents comment that the nursery is proactive and supports them with their children's individual needs. Leaders understand the needs of disadvantaged children in the nursery. They provide home visits and initial meetings to understand each child's individual context. They use additional funding to provide resources and outings to further support their learning. Consequently, children typically have their individual needs met.

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Leadership and governance Expected standard

Leaders are able to identify strengths and priorities of the setting. They work in collaboration with staff to improve practice and provide training opportunities to improve children's experiences. For example, they identified risk assessments in their garden area as a priority. They worked with the team to improve deployment and the identification of risks to children, and this has significantly improved. As a result, staff are clear on expectations and children are able to carry out risky play safely.

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Leadership and governance Expected standard

Leaders have secure relationships with children and their families. They keep parents up to date with their children's progress and provide daily information. They have recently offered support for parents to offer further support at home with specific areas of learning, such as maths and science. Parents are supportive of the leadership team and feel that they are well supported by leaders and the core staff team.

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Leadership and governance Expected standard

Leaders work closely with external agencies to support all children, with an emphasis on those with special educational needs and/or disabilities and children with barriers to their learning. They invite various professionals into the setting, who provide training and advice for staff and children. This has enhanced all children's experiences and promotes multi- agency working for children's best outcomes.

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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 arrive happily to the setting, and overall, they settle in quickly. They are supported to learn by warm and kind practitioners who understand the expectations of the setting. This allows them to typically build secure relationships with the adults that care for them. They have opportunities to use a wide range of facilities to manage their wellbeing, such as the sensory and calm spaces that all children, including those with special educational needs and/or disabilities and children with barriers to their learning, can use. This gives children a sense of belonging within the setting.

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

Children have access to a wide variety of activities in both the indoor and outdoor environment, which helps them to achieve new skills. They engage with sensory activities, which staff use to support them to learn new vocabulary. Children enjoy exploring the garden and are guided to take risks and try new things, which supports their physical development and builds their confidence. Children are taken on outings such as theatre trips to expand their life experiences, and they use these as a talking point to build language and communication skills.

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

Children are supported to build relationships with their peers, and staff encourage them to share with one another. Staff remind them to take turns, and children wait patiently for their turn and look on with excitement as their peers take risks, such as swinging on the monkey bars.

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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 should strengthen the key-person system further to ensure decisions are always in children's best interests. Leaders should strengthen training to ensure staff consistently support children to build on their vocabulary and independence skills.

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About this inspection

The inspectors spoke with leaders, practitioners, the special educational needs coordinator 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.

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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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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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