Marlborough Day Care

Marlborough Day Care
Unique reference number (URN): 2781714
Address: Marlborough Primary School, Draycott Avenue, London, SW3 3AP
Type: Childcare on non-domestic premises
Registered with Ofsted: 26/03/2024
Registers: EYR
Registered person: Colville and Marlborough Federation
Inspection report: 13 April 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
All children thrive and make significant progress in their learning and development. This
includes children who speak English as an additional language and who face other barriers
to learning. Children develop important skills for their future lives, including for school. For
example, they show growing independence by confidently taking on manageable tasks and
making thoughtful decisions throughout the day. During snack and mealtimes, children make
healthy choices from a range of fresh fruit and enjoy the social experience of eating with
their friends.
Children's behaviour is excellent, and they show a sense of security and belonging. They
are extremely settled, particularly when they move rooms. Children learn about hygiene and
personal safety. Older children take pride in caring for themselves, such as rolling up their
sleeves to wash their hands carefully, while outdoors they move with assurance and
enthusiasm as they explore.
Children's language, mathematical and physical skills develop very well, with each child
achieving success from their individual starting points. They are highly motivated and have
positive attitudes. Children are very well prepared for the next stage of their learning.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff set high expectations for behaviour. They create a calm and respectful
environment, which all staff promote. Staff are enthusiastic and have a positive approach,
which influences children's attitudes towards learning. They consider each child's age and
developmental stage when offering support, consistently encouraging children to have a go
first. Children gain high levels of confidence and thrive in the setting. Staff build secure
relationships with children. These relationships help children, including those who have
recently joined, gain a great sense of belonging.
The calm atmosphere is evident across the setting, especially in the baby room. Babies play
collaboratively while exploring water and sand. During outdoor play, children show patience
and resilience while using ride-on toys. Staff consistently promote children's positive
behaviour, such as by encouraging them to use 'please' and 'thank you'. During group time,
children take turns to speak. They listen attentively before responding to questions. Staff
ensure that every child's voice is heard. Leaders work closely with parents and carers to
encourage consistent and timely attendance. Staff are aware of attendance trends, including
quieter days during holiday periods. They modify activities to cater to children's needs on
those days.
Children's welfare and wellbeing Strong standard
Staff prioritise children's safety and happiness. They are vigilant in supervising children and
talk to them about identifying risks and the consequences. At snack and mealtimes, staff talk
to children about safe eating habits. Children learn about personal safety, which is beneficial

as they become increasingly independent. The key-person system is fully embedded in
practice, addressing barriers to children's learning while promoting their positive
development. This approach greatly benefits children, including those who are
disadvantaged or have additional learning needs.
Staff build close and trusting relationships with children. Children enjoy close and physical
attachment, which supports their emotional wellbeing effectively. They benefit from daily
routines that take into account their individual needs. This is evident, for example, during
sleep and feeding routines. Staff know that some children attending the setting need
additional help to develop and build on their physical skills. They regularly promote active
play, which children enjoy. Children climb, explore sand and use ride-on toys, strengthening
their health and agility. Staff use their superb skills to promote children's independence
skills. For example, they ask children to find and put on their coats and shoes for outdoor
play. Children respond very well and receive lots of praise for their efforts. This motivates
children to manage age-appropriate tasks for themselves.
Curriculum and teaching Strong standard
Leaders set high expectations for all children's learning. They design an ambitious
curriculum that addresses barriers to children's learning and wellbeing. Each child's key
person proactively addresses barriers in speech, physical skills and social interactions. This
helps to close any gaps in children's learning as quickly as possible. Staff's current focus is
on promoting children's personal, social and emotional development. This helps to prepare
children for transitions between home and the setting and across rooms.
Staff use rigorous procedures for quickly identifying children's learning needs. They use
comprehensive assessments to provide timely interventions, such as addressing speech
delays, social or behavioural difficulties. This approach reduces learning gaps effectively.
Staff carefully consider children's ages and developmental stages. Activities are inclusive,
allowing all children to engage successfully.
Communication and language development are central to the curriculum. Staff use digital
tools to enhance teaching. They interact thoughtfully, narrating play for babies, reading
stories and allowing children time to think and respond. This practice helps to build on and
extend children's vocabulary. During group time, older children confidently identify animal
names and sounds. They are highly motivated, very eager to join in and consistently
demonstrate engagement, concentration and thinking skills.
Inclusion Strong standard
Staff use their superb skills to identify and assess what children know and can do. They act
on the information gathered to tackle any barriers to children's learning or wellbeing. This
ensures that children, including those who are disadvantaged, can fully engage in all
activities. Children show high levels of confidence as they participate in stories, nursery
rhymes and physical challenges. Over time, children, particularly those who speak English
as an additional language, develop well and learn to express themselves in English.
Previously shy children progress to show high levels of self-esteem in their interactions with
others.

Leaders use additional funding to enhance staff training in child development, promoting
inclusive practices. Staff work successfully with external agencies, parents and carers to
support children's learning. For instance, they discuss with parents how best to support
children who are potty training. Staff also discuss children's language and social skills with
parents. This consistent approach is highly impactful on children's education and care
needs. All children make rapid and sustained progress. They are very well prepared for their
future education and life beyond school.
Leadership and governance Strong standard
Leaders are incredibly passionate about promoting a love of learning. They make decisions
that are in the best interests of children, particularly those who are disadvantaged or face
barriers to learning and wellbeing. This includes promoting a highly successful partnership
with parents and carers and external agencies. Leaders maintain excellent communication
with parents, ensuring continuous support for all children. For example, staff help parents to
learn nursery songs and rhymes in English. This approach contributes to children's
language development and enjoyment while attending the setting.
Leaders reflect on and welcome the views of other professionals. As part of their reflective
practice, leaders are committed to continually working with external agencies to share
effective teaching practices. In addition, they aim to continue promoting children's wellbeing,
ensuring they receive high-quality care and education.
Leaders are proactive in supporting staff's professional development and wellbeing. This
includes helping staff to pursue higher and additional qualifications. Leaders encourage staff
to complete relevant training, such as around the importance of promoting children's
uninterrupted play. This enables children to concentrate on activities, enhancing their ability
to focus and increasing their attention span. Staff report high levels of satisfaction in their
work. They feel well supported, which creates a positive culture, benefiting children and their
families.
What it's like to be a child at this setting
Leaders help staff create an extremely welcoming and inclusive setting. They work together
to design a rich and ambitious curriculum, which includes various outings. These
experiences enhance children's learning, enabling them to flourish and thrive. Children
develop a sense of security and belonging, which boosts their confidence to fully engage in
activities. For example, older children practise sorting and counting, developing their early

Inspector:
Marisol Hernandez-Garn
mathematical skills. Younger children show sustained concentration as they explore water
and sand. Staff know precisely when to intervene to keep children highly motivated. This is
also evident when children carry out age-appropriate tasks, such as putting on their shoes
for outdoor play.
Staff build positive and trusting relationships with their key children. They are knowledgeable
about children's individual needs and how to support them. For example, staff know when to
provide extra cuddles and reassurance, supporting children's emotional wellbeing. Children
have positive attitudes towards learning and are familiar with the daily routines. Older
children confidently introduce themselves during group time and respond enthusiastically to
questions. Younger children enjoy singing nursery songs, enhancing their language skills.
Staff maintain a consistent approach to behaviour management, modelling positive
interactions. This leads to harmonious play among children, who follow instructions that
ensure their happiness and safety. Staff teach children to express their feelings, with
particular attention to those who speak English as an additional language or who face
disadvantage. They talk to children in their home language, when possible, promoting more
effective communication. Partnerships with external agencies, parents and carers are highly
successful. Parents express satisfaction with the teaching practices and the care provided.
They observe rapid progress in their children's speech, mathematical and literacy skills.
Children are very well prepared for the next stage of learning, including their transition to
school.
Next steps
Leaders should ensure continued improvement in the setting's successful work to remove
barriers for children who need extra help to realise a transformational impact on all
children's achievement and wellbeing.
About this inspection
The inspector spoke with leaders, staff 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
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.

About this setting
Unique reference number (URN): 2781714
Address:
Marlborough Primary School
Draycott Avenue
London
SW3 3AP
Type: Childcare on non-domestic premises
Registration date: 26/03/2024
Registered person: Colville and Marlborough Federation
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:30
Local authority: Kensington and Chelsea
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 13 April 2026
Children numbers
Age range of children at the time of inspection
0 to 2
Total number of places
27
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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