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
Inspection report: 24 April 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

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

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.
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.
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.
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.
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.
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.
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.
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.

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

Inspector:
Anahita Aderianwalla
About this setting
Unique reference number (URN): 2844721
Address:
Southover Pre School
12 Southover
London
N12 7JE
Type: Childcare on non-domestic premises
Registration date: 09/05/2025
Registered person: Southover Day Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:15
Local authority: Barnet
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.
About this inspection
The inspector spoke with leaders and practitioners during the 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.
This data is from 24 April 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
60
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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