Crafty Wizards Henwick

Crafty Wizards Henwick
Unique reference number (URN): 2807801
Address: Henwick Primary School, Henwick Road, LONDON, SE9 6NZ
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/09/2024
Registers: EYR
Registered person: Crafty Wizards Nursery Ltd
Inspection report: 18 March 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 and staff have created an environment that supports children's learning,
development and care in an extremely positive way. Leaders work closely with parents and
carers to ensure that all children, including those who are vulnerable, attend regularly. Staff
engage with children at their level and support them very well to navigate the busy day at
nursery. Staff and leaders model positive interactions and, as a result, children know how to
behave and treat each other with dignity and respect. Relationships between children and
adults are warm, respectful and purposeful, creating a secure base for learning. Staff model
and encourage children to say please and thank you when asking for support or requesting
something. Children learn and use manners and become extremely respectful members of
the nursery community.
Staff are consistent in their expectations, enabling children to understand and demonstrate
positive behaviour. Staff manage behaviour effectively through calm voices and the use of
songs, for instance. Children understand that songs and circle time may indicate a transition
to a new activity, such as snack or lunchtime. As a result, children transition seamlessly
between activities. Routines are well established, purposeful and embedded, enabling
children to feel secure and confident. Routines are highly effective and enable children to
become increasingly independent. During snack time, children peel their own oranges and
pour their own drinks, for instance. The setting provides a very secure foundation for
children's personal development and growth in readiness for school.
Children's welfare and wellbeing Strong standard
Children's welfare and wellbeing is a priority. There is a sharp focus on ensuring that
children are safe, secure and well cared for. Staff and leaders have a comprehensive
knowledge of the children attending and their families. Staff and leaders engage regularly
with parents and carers and understand how to plan focused next steps for children's
learning and development. Robust systems for supporting practice and procedures
promotes continual improvement in children's overall wellbeing.
All children are given plentiful and varied opportunities to develop their physical and
emotional health. Older children use climbing equipment independently in the outdoor area,
while younger children are encouraged to walk and move independently around the setting.
Staff adjust care routines carefully for children with special educational needs and/or
disabilities and those who speak English as an additional language. This enables highly
personalised care and support. Early intervention is a key strength, ensuring children
receive the support they need at the right time.
Well-established and carefully structured routines support children to develop healthy
lifestyles. Snack and mealtimes offer a varied and balanced diet. Children demonstrate
increasing independence in managing their own self-care needs, including independently
washing their hands before eating and understanding why this is important.

Expected standard
Inclusion Strong standard
This is a highly inclusive nursery, where staff have high standards and are ambitious for all
children. Staff swiftly identify any additional needs that children may have and support them
well to close gaps in learning quickly. This includes for children with special educational
needs and/or disabilities. Makaton signing and visual cues are used widely and consistently
to support children, reduce barriers to learning and help them communicate their needs.
Staff plan small-group sessions to support the most vulnerable learners. Children take part
in attention building tasks that support their focus on learning. Staff review and amend
sessions and strategies, such as these, to ensure that they remain engaging and supportive
for all children as their needs change.
Staff work very closely with other professionals to support children's development. For
example, they communicate with speech and language therapists and other health
professionals to support children's individual needs. Professional development is planned
precisely to support children very well. As a result, leaders and staff are consistent in
ensuring barriers to learning are swiftly identified and acted on. Regular communication with
parents and carers means that all children's needs are consistently met. Staff forge secure
links and communicate well with staff at local schools to ensure children are supported well
to transition with ease.
Achievement Expected standard
Children develop and achieve well here. They build age-appropriate foundations in all areas
of their learning and development. Children are confident to explore all areas of the setting
independently and safely. All children show resilience in their learning, have positive
attitudes and are keen to try new experiences. Children with special educational needs
and/or disabilities thrive in their early learning and development, alongside their peers. They
develop attention skills and practise their speech and language, communicating effectively.
Children are well prepared for the next stage of their education, including their move on to
school. They demonstrate listening and focus skills and begin to develop their
independence, for instance. Children eagerly have a go at writing their own name on their
artwork, consolidating early physical development and literacy skills.
Curriculum and teaching Expected standard
Leaders have a generally accurate understanding of the curriculum and teaching in their
setting. Children explore and learn both indoors and outdoors at the nursery. Learning is
typically appropriate for their different ages and stages. Babies enjoy edible sensory play
and resources, such as rocking horses, which support their large motor skills. Older children
engage in activities that support their understanding of healthy and unhealthy foods.
Children enjoy hunting and counting insects they find outdoors, with staff supporting children
throughout activities. All children are supported in their personal, social and emotional

development and staff ensure they are safe, secure, stimulated and happy throughout their
time at nursery. Children engage in their play and learning calmly and confidently.
Language and communication is at the heart of children's learning and development.
Children with special educational needs and/or disabilities and those who speak English as
an additional language are supported very well to make rapid and sustained progress. Staff
work hard to ensure they have the same access to the curriculum and teaching as their
peers. Staff plan appropriately to support children's progress towards the next stage of their
education. Children's progress is regularly communicated to parents and carers, including
information about assessments and progress checks.
Leaders identify and understand where further refinement and development is needed in the
curriculum. They have plans underway to implement a programme of learning for older and
most-able children, to support their listening and attention skills further in readiness for
school.
Leadership and governance Expected standard
Leaders are ambitious for all children and are committed to maintaining high standards of
education and care. They have a clear vision and strategy for the setting. Leaders monitor
the provision carefully and know what their next steps are to sustain and improve learning
for children. Leaders have identified some next steps in curriculum design and have begun
to implement these to further strengthen the opportunities available to children, particularly
those who are most able, as they prepare for their move on to school.
Leaders provide regular and relevant professional development opportunities for all staff.
Training is purposeful and equips staff with the knowledge and skills they need to fulfil their
roles effectively. Staff value how they are supported to grow and take initiative at the setting.
Leaders support staff's initiative, such as when setting up an online platform to teach
parents and carers Makaton signing at home. There is a positive working environment
across the setting, staff morale is high and contributes to the stability and effectiveness of
the provision. Leaders maintain an open environment, where staff can discuss and
contribute ideas to their own professional development. Leaders understand the
professional development needs of all members of staff and support them in developing
their knowledge and skills. Secure partnerships with families and external professionals
enhance outcomes for children, particularly those with barriers to their learning.
Communication with families is clear, consistent and supportive.

What it's like to be a child at this setting
Staff provide a calm and welcoming atmosphere at this family-orientated nursery. Staff know
families well and children are well cared for. Parents and carers consistently praise the
efforts staff make to give their children the best start in their learning and development.
Parents value how their children feel safe, settle quickly and the daily updates they receive
about their learning.
Children access a range of resources, such as painting and role-play toys. Babies show
high levels of independence and seek out staff for reassurance when needed. Staff engage
with children through music and song, and understand the importance of developing early
communication and language skills as a foundation for future learning. Singing is also used
to support transition times between activities and during routines, such as snack and
lunchtime. Children choose songs to sing together as a group, join in happily with actions
and use musical instruments. Staff continually talk to children, supporting language and
communication skills for all ages.
Children, including those with special educational needs and/or disabilities, are encouraged
to achieve well in all areas of their learning and development. Where staff identify barriers to
children's learning, they are quick to plan how these can be reduced through child-centred
teaching and learning. Staff work closely with parents to ensure that children attend
regularly and to reduce any barriers that may prevent children from attending.
Children access outdoor play, which gives them plenty of opportunities to explore the world
around them. Children use climbing equipment and tricycles to develop their physical skills.
They explore the natural world, such as hunting for and finding out more about insects.
Children squeal with joy when looking at insects under a magnifying glass. Staff support this
learning by asking the children to find other living insects in the outdoor area.
Next steps
Leaders should ensure even more timely implementation of curriculum improvement with
a focus on listening and attention skills for older children, to promote their learning to an
even higher level in readiness for their move on to school.
Leaders should ensure all activities are sharply matched to children's developmental
stages, so that all children, including those who are most able in their learning, make even
more rapid progress.
About this inspection
The inspector spoke with leaders, staff, a special educational needs coordinator and
children 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

Inspector:
Tom Dunford-Crozier
About this setting
Unique reference number (URN): 2807801
Address:
Henwick Primary School
Henwick Road
LONDON
SE9 6NZ
Type: Childcare on non-domestic premises
Registration date: 23/09/2024
Registered person: Crafty Wizards Nursery 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 March 2026
Children numbers
Age range of children at the time of inspection
1 to 4
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
41
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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