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
Inspection report: 21 August 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.

Strong standard
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.
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.
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.
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.
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.
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.
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.
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.
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.
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'.
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.
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.

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

Inspector:
Su Lavercombe
About this setting
Unique reference number (URN): 2852421
Address:
41 Dunkirk Road
Nottingham
NG7 2PH
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 - 19:00
Local authority: Nottingham
Facts and figures used on inspection
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.
About this inspection
The inspector spoke with leaders, staff, children, parents and carers 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 21 August 2026
Children numbers
Age range of children at the time of inspection
1 to 5
Total number of places
165
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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