Magic Roundabout Nurseries Ltd

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
Inspection report: 22 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.

Expected standard
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
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.
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.
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.

Inspectors:
Rebekah Walters
Anne-Marie Giffts
About this setting
Unique reference number (URN): EY152688
Address:
Binfield Road
Clapham
London
SW4 6TB
Type: Childcare on non-domestic premises
Registration date: 21/05/2003
Registered person: Magic Roundabout Nurseries Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 19:00
Local authority: Lambeth
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.
About this inspection
The inspectors spoke with leaders, practitioners, the special educational needs coordinator
and parents 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 22 September 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
186
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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