URN 2852344 · Inspected 2026-06-24 · Published 2026-07-31 · Inspector: Lianne McElvaney
Magic Roundabout Nurseries Ltd Unique reference number (URN): 2852344 Address: Lower Whitworth Road, Ilkeston, Derbyshire, DE7 4LT Type: Childcare on non-domestic premises Registered with Ofsted: 27/06/2025 Registers: EYR Registered person: Magic Roundabout Nurseries Ltd Inspection report: 24 June 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, including those with special educational needs and/or disabilities, enjoy a variety of activities and develop knowledge and skills across all areas of the curriculum. They make age-appropriate progress from their starting points as they are well supported by staff while they play. Babies develop their physical skills as they crawl towards toys and resources they want to play with. Pre-school children enjoy imaginative play as they make food with their friends in the role play area. Babies and toddlers develop their independence as they learn to feed themselves and older children are take responsibility for small jobs, such as filling the jugs with water. Typically, children develop their social skills as they learn to play with each other and become increasingly aware of how they are feeling. Toddlers become aware of different emotions as they talk about what makes them feel happy. Babies develop their small muscles as they play in the water. Pre-school children have secure attachments to staff in their room. Behaviour, attitudes and establishing routines Expected standard Staff implement age-appropriate strategies to help children understand how they are expected to behave. This includes talking to older children about the setting's expectations, which helps them understand what positive behaviour looks like. Staff provide appropriate praise when children behave well, so they generally require very little help to show positive behaviour. Staff support children to learn how to take turns and share resources. They plan activities to help children practise these skills, such as encouraging them to take turns to stack blocks on top of each other to make a tower. Staff enable children to learn about regulating their emotions and to understand how they feel. For example, staff encourage children to talk about how they are feeling and why, such as, feeling excited about dancing together. Staff support children with special educational needs and/or disabilities effectively. For example, they adapt their practice and use sensory activities for younger children. Children enjoy a range of learning opportunities, such as independent play, group time and one-to-one activities. Children learn to work collaboratively with their friends and show respect towards each other. However, some routines, such as story times, are less well organised to ensure all children are able to engage. This means they are not fully supported to develop positive attitudes to learning. Leaders recognise the importance of regular attendance. They work with parents to demonstrate the positive impact of this on children's welfare and development. Firm parental partnerships enable two-way information-sharing and openness. Children's welfare and wellbeing Expected standard Staff typically encourage children to become independent as they support them to freely choose their own play activities. Children are able to access resources to develop their own play ideas. Pre-school children find a picture of themselves when they arrive and put it into a play house to show they are present. Children pour their own drinks and serve their own food at meal times. Staff ensure that care practices, such as nappy changes, are carried out sensitively and meet children's individual needs. They ask children's permission before changing nappies and support older children to manage their own care needs. Children develop an understanding of good hygiene routines and why these are important. For example, children know why they need to wash their hands after using the toilet and before eating. Children can talk to staff about how this keeps them safe from having germs on their hands as this could make them poorly. Parents value the care staff show towards the children, and comment their children are always talking about the staff they play with at nursery. Leaders ensure staff know their key children very well and understand their unique needs. Children, including those with special educational needs and/or disabilities, show a positive attachment to their key person. For example, babies snuggle into staff for a cuddle when they become upset and quickly calm down as they feel reassured. Curriculum and teaching Expected standard Leaders and staff provide a broad and balanced curriculum, prioritising fundamental skills. Staff plan activities that offer a wide range of experiences that reflect children's interests. They consistently encourage children to explore the environment and resources and to be curious. Staff use their accurate assessments of children's abilities to identify what children need to learn next. They adapt activities and their teaching to provide tailored support to help close any gaps in children's learning. Consequently, all children's learning is promoted, including children with special educational needs and/or disabilities. However, at times during daily routines, such as mealtimes, children experience prolonged waiting. This leads to times when they are not engaged in learning new skills. Staff use stories to support children's communication and language development. They read stories with the youngest children, allowing them to become familiar with turning pages and give them time to look at the pictures. Older children listen to familiar stories and staff use props to engage children. Occasionally staff do not support children to use language themselves. For example, younger children do not consistently have opportunities to use new vocabulary and older children are not given time to share their own thoughts and ideas. Children's physical development and personal, social and emotional skills are prioritised throughout the day. Staff engage children in conversation as they play together. They model rolling balls to babies and talk about the importance of sharing toys. Staff sing number rhymes with children, developing their early understanding of number names and counting. Inclusion Expected standard Leaders and staff know children's home backgrounds and needs securely. They work closely with parents and any outside agencies involved to support and meet the needs of children and their families. Staff create an environment, where all children feel included and can thrive. Leaders ensure staff receive regular training to enable them to understand how they can support children with special educational needs and/or disabilities (SEND). For example, they have created a sensory room and staff understand how they can use this room to support children to regulate how they are feeling. Leaders ensure staff involved in supporting the learning of children with SEND receive regular updates and advise them on adapting their teaching strategies. This enables staff to implement individual learning plans and tailor activities to children's needs. Leaders and staff monitor children's development, ensuring they identify any children who may require additional support. Children who need extra support progress well, and any gaps in development are quickly closed. Additional funding is used well to help meet children's individual needs. For example, children with vulnerable health issues are sensitively supported. Leaders are supporting staff to develop their skills in using sign language to promote all children's communication and language skills. Leadership and governance Expected standard Leaders are working to fully establish the setting and recruit and train staff to the high standard that they aspire to. Leaders follow robust recruitment procedures to ensure staff are safe and competent to work with children. They place importance on giving new and inexperienced staff time to understand their responsibilities and develop their skills. They provide effective support and coaching for staff for their professional development. For example, they regularly observe staff practice to target professional development opportunities to improve teaching, such as supporting staff to implement the nursery curriculum. Targeted training and coaching are delivered with care to develop staff confidence and skills and to promote consistency across the staff team. Staff feel they are valued and supported in their work by leaders and comment on the high morale. Leaders have a very accurate understanding of the setting's strengths and weaknesses. They recognise the areas they would like to develop further and they put the individual needs of children at the heart of their decision making. However, they have not as yet had time to embed consistent practice across the team. Leaders are proud of the parent partnerships they have developed, and they place great value on these relationships. As a result, parents say they feel very well supported by the nursery. Leaders are dedicated to creating an environment particularly suited to children who may face barriers to their learning and who require a calm setting in which to experience their early education. They ensure additional funding is used to target individual children's needs and understand how to apply for additional funding to help them provide necessary adaptations for children. What it's like to be a child at this setting Children are happy and eagerly enjoy exploring lots of different play activities at this friendly, welcoming and inclusive nursery. They are well settled and eager to see staff who they include in their play ideas. For example, babies use percussion instruments with staff to make music and older children enjoy singing and dancing with staff. Children build secure attachments with staff who provide lots of reassurance and praise to support children's self- esteem and confidence. Babies promptly receive reassurance and comfort from sensitive staff when they need emotional support. Children settle quickly as they are able to follow their own interests which generally supports their learning. They quickly engage in activities that staff have planned to ignite their interest in learning. Children show curiosity and focus as they explore materials, take part in sensory play and small world play, and join in with singing nursery rhymes. They receive lots of praise for their accomplishments, which promotes their wellbeing and self assurance. This contributes to them becoming independent learners. Children feel understood and confident, which encourages them to take risks in their learning and try new experiences. Young children follow instructions, developing their understanding of language, and older children enjoy talking to their friends and building relationships. Children, including those with special educational needs and/or disabilities, make typical progress from their starting points. They are well prepared for their next stage of development and gain the skills they need to move on to school. For example, children learn to play cooperatively with other's and manage basic self-care skills. Children enjoy sharing their achievements with their parents. Parents receive relevant information, such as the importance of punctuality and regular attendance. They value the support they receive from staff, such as ideas to promote children's learning at home. Next steps Leaders should strengthen the organisation of routines at key times to help children to know and understand what comes next. Leaders should support staff to ensure their interactions with children support their communication development. About this inspection The inspector spoke with nominated individual, leaders, staff, children and parents during the inspection. Inspector: Lianne McElvaney About this setting Unique reference number (URN): 2852344 Address: Lower Whitworth Road Ilkeston Derbyshire DE7 4LT Type: Childcare on non-domestic premises Registration date: 27/06/2025 Registered person: Magic Roundabout Nurseries Ltd Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Derbyshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 24 June 2026 Children numbers Age range of children at the time of inspection 1 to 4 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. Total number of places 94 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. 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. 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. 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