Crafty Wizards Horn Park

Crafty Wizards Horn Park
Unique reference number (URN): 2857205
Address: Horn Park Primary School, Alnwick Road, London, SE12 9BT
Type: Childcare on non-domestic premises
Registered with Ofsted: 09/09/2025
Registers: EYR
Registered person: Crafty Wizards Schools Ltd
Inspection report: 18 September 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
Behaviour, attitudes and establishing routines Strong standard
Leaders embed a harmonious and respectful culture. They have high expectations for all
children. As a result, children behave well. They share, take turns and cooperate in their
play. Staff offer specific praise to reinforce children's positive behaviour. Clear and
consistent routines ensure all children know what is expected of them. Staff ensure children
are given advance notice of transition time. This allows children to prepare for this and
reduces anxiety, especially for children with special educational needs and/or disabilities.
Key-person arrangements are effective. Staff build warm, positive relationships with both
children and their families. This promotes children's feelings of security. A comprehensive
settling-in procedure ensures staff have all the information they need to facilitate a smooth
transition to nursery. Where children struggle to settle, staff are patient and work
collaboratively with families.
Staff act as positive role models. They teach children the importance of treating others with
kindness and respect. Staff support children to notice the similarities and differences in
others. They use this to help children understand behaviours and the world in which we live.
Leaders have adopted a robust attendance policy which parents and carers know well. They
consistently monitor and evaluate attendance, establishing important habits for later
success.
Inclusion Strong standard
Leaders are passionate about ensuring all children have access to an ambitious curriculum.
They promote an inclusive culture where every child is supported to participate and make
progress. Leaders identify children's emerging needs quickly and accurately. They work
alongside parents and external professionals, including a speech and language therapist, to
assess, review and plan the support children need. All staff know the children well, which
further supports them to make progress.
Leaders have high expectations for all children, including those with special educational
needs and/or disabilities (SEND) and barriers to their learning. Leaders and staff establish
strategies that consistently enhance the opportunities and experiences of disadvantaged
children and those with SEND. Staff use pictures and objects to help children transition
throughout the nursery. They adapt their sentence structures and use repetition to support
understanding. As a result of these highly successful strategies, staff are able to support
children to overcome barriers to their learning.
Staff care deeply about the children and provide them with positive reassurance. Through
their kind words, staff help children overcome any emotional outbursts.
Leaders ensure their approach to the use of early years pupil premium funding has a
positive impact on children's achievement and wellbeing. Leaders are creative in how they
use the funding. They look closely at the children's individual needs and ensure the funding

Expected standard
is ring-fenced to improve outcomes. For example, some of the funding is used to ensure
children receive a well-balanced and nutritious meal. As a result, children are able to
progress in their learning and development because their basic needs are being met.
Achievement Expected standard
Children make progress through the curriculum, particularly in communication and
language. A secure foundation in communication, physical and personal and social
development provides the basis for learning in all areas. Children are typically engaged and
enjoy exploring, including children with special educational needs and/or disabilities (SEND).
They show perseverance and resilience when trying new tasks and learn to cope with
making mistakes. They show pride in their achievements and are eager to share their
successes with others. For example, when children are struggling to cut the peppers in the
home corner, they shout, 'I did it' after persevering.
Children show a growing curiosity about the world around them. They develop their physical
skills well. Older children scoot in and out of the cones with ease. Younger children balance
on balance bikes and develop spatial awareness. They are keen to take on new challenges
and, with support, navigate the obstacle course. All children, including those with SEND
and/or barriers to their learning, make progress from their starting points and are well
prepared for the next stage in their learning.
Children's welfare and wellbeing Expected standard
Children are happy and well cared for. Leaders ensure policies and procedures to keep
children safe are robust. They know children and their families well and work closely with
parents and external agencies to ensure children receive the support they need. Staff
respond sensitively to changes in children's circumstances and adapt routines to meet
individual needs. As a result, all children show they feel safe, secure and emotionally
supported.
Leaders create a safe and welcoming space. Care practices are tailored effectively to meet
children's individual needs. Children with complex medical needs are supported well. Clear
care plans are created alongside families and shared with all staff. Through these positive
relationships, children's emotional health and security are developed.
Children's independence is fostered. Children are encouraged to wipe their nose and
dispose of the tissue appropriately. They wash their hands before meals and after using the
toilet. During mealtimes, children are typically supported to serve themselves and eat
independently. At times, mealtimes are not used as an opportunity to promote social skills or
discuss the impact of food on our bodies. As a result, sometimes children do not develop the
ability to make healthy food choices.
Leaders ensure robust policies are in place to support children at mealtimes and sleep
times. Children's individual dietary requirements are catered for effectively. Staff complete

regular training to ensure they are up to date with the latest requirements. As a result,
children remain safe when eating and sleeping.
Curriculum and teaching Expected standard
Leaders have an accurate understanding of the quality of the curriculum and teaching in
their setting. It is typically well planned to ensure that key knowledge is taught through
repetition and opportunities to practise. Leaders strive to ensure their curriculum is inclusive
for every child. Through systematic monitoring of practice and teaching, leaders support
staff to build on children's prior knowledge. This allows children to typically make progress
from their starting points and ensures they are prepared for the next stage in their learning.
Children are immersed in a language-rich environment. Children delight in songs, stories,
books and rhymes. They spontaneously burst into song, and responsive staff build on these
opportunities to extend their language further. On occasion, staff do not always consider the
dynamics of a group to support children's learning. This means children do not always have
role models to demonstrate what is expected of them.
Leaders ensure mathematics is taught in age- and stage-appropriate ways. Children
develop the confidence to use mathematical vocabulary. They use language of position well
as they discuss going around, up, over and alongside the obstacle course. They use
language of comparison as they notice the difference in size of their mud pies. Leaders do
not ensure everyday routines are consistently used to support mathematics. For example,
when setting up the lunch tables, children are not exposed to language of number or
quantity.
Leadership and governance Expected standard
Leaders have a secure understanding of the nursery's strengths and areas for development.
They take prompt action to address new guidance and/or emerging needs. For example,
leaders introduce safety helmets when children are using scooters and balance bikes.
However, further development of the curriculum to enhance mathematics in everyday
routines and understanding of healthy food choices is not fully embedded yet.
Leaders know their staff team well. They take steps to ensure their wellbeing and that their
workload is manageable. Through regular ad hoc meetings and supervision of staff,
opportunities arise to discuss practice and training needs. Leaders value their diverse
workforce. They understand the importance of supporting their team's emotional wellbeing.
Staff speak highly of the support they are given to fulfil their roles. This helps them to have a
positive impact on children's development.
Leaders establish a culture of continual improvement. They work in partnership with families
and the wider community well. They organise a calendar of events to support community
cohesion. Leaders organise trips to the local park and open events in the nursery for parents
and carers and liaise with the host school on joint events. Parents speak positively about the
nursery and the care and education their children receive.

What it's like to be a child at this setting
Children enter this friendly nursery happily. They are greeted by warm and nurturing staff
who know them well. They are keen to greet their peers and often call out their name and
join them in their play. Parents comment on how happy their children are to come to nursery.
Children engage in well-planned experiences quickly and discuss what they have been
doing with their families. They listen out for the doorbell and predict which of their friends will
be arriving next. Children place their bags and coats on their individually labelled pegs. This
supports them to feel like they belong.
Children settle quickly into familiar routines. The environment is calm and well organised.
Children confidently choose from a wide range of learning experiences, leading their own
play. A sharp focus is placed on developing communication and language. Children benefit
from adaptations to the curriculum to ensure they can access what is available. For
example, staff use objects to help children understand what is expected of them. Children,
including those with special educational needs and/or disabilities (SEND) and those who
face barriers to learning or wellbeing, are supported well to participate in all aspects of
nursery life.
All children, especially those with SEND, make progress from their starting points.
Individualised support plans ensure children are building on their prior knowledge. They
spend extended periods of time engaging in purposeful play. For example, in the home
corner, children play cooperatively, sharing ideas and negotiating turns. Children develop
their small muscles and coordination as they cut real vegetables and discuss the seeds
inside. Children learn how to use tools safely and share this with younger children. As a
result, children achieve well in the nursery.
Children attend regularly. Leaders ensure robust policies for attendance are followed.
Patterns of attendance are monitored, and close relationships with families are developed.
This supports children to stay safe.
Next steps
Leaders should strengthen their strategies for supporting mathematical development and
incorporate mathematics into everyday routines.
Leaders should widen children's opportunities to understand how to keep their bodies
healthy and make healthy food choices.

Inspector:
Samantha Thorn
About this setting
Unique reference number (URN): 2857205
Address:
Horn Park Primary School
Alnwick Road
London
SE12 9BT
Type: Childcare on non-domestic premises
Registration date: 09/09/2025
Registered person: Crafty Wizards Schools Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Greenwich
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 18 September 2026
About this inspection
The inspector spoke with leaders, staff, parents and carers, children, the special educational
needs coordinator and the designated safeguarding lead 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.

Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
36
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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