Golborne & Maxilla Nursery School

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About Golborne & Maxilla Nursery School

Name Golborne & Maxilla Nursery School
Website http://www.golborne.rbkc.sch.uk
Ofsted Inspections
Address 2a Bevington Road, North Kensington, London, W10 5TN
Phase Nursery
Gender Mixed
Number of Pupils 43
Local Authority KensingtonandChelsea
Highlights from Latest Inspection


Golborne Children's Centre continues to be an outstanding school.

What is it like to attend this school?

Children love coming to this nursery. Parents and carers would recommend the school highly to others. One parent summed this up by saying, 'It is like a big family, with a wonderful community.'

This sentiment was shared by all those who spoke with the inspection team.

Leaders have created a highly ambitious curriculum. They make sure that children, including children with special educational needs and/or disabilities (SEND), receive the support they need to thrive and be confident in all areas of learning.

Staff are skilled at interacting with children. They k...now how to get them involved in a wide range of experiences, such as 'dress-up' days. Staff work together to create a purposeful environment, selecting activities and resources that support children's development exceptionally well.

Children take part in activities with enthusiasm. Staff help children to learn alongside each other. They are taught to listen and to look after resources, as well as to be considerate of each other.

Children get lots of opportunities to experience and talk about new things, both in the nursery and beyond. For example, children spoke excitedly about what they found out during their visits to the local area. Most recently, they have been on visits to see the sights of London as part of marking the coronation of King Charles III.

What does the school do well and what does it need to do better?

Each area of learning is planned and delivered with ambition. Leaders and staff expertly use their interactions with children to develop and embed children's knowledge and understanding. Parents' views and ideas are sought regularly.

This means that staff have a detailed understanding of the interests and needs of each child and how to support their development.

Staff are highly skilled in identifying what children need to learn next. They expertly address any gaps in understanding.

Leaders provide staff with a range of training and guidance. This ensures that staff are confident and knowledgeable about ways that they can promote children's learning and ensure that they build up knowledge across the curriculum.

Leaders and staff deliver a curriculum that places a strong focus on extending children's communication and language skills.

Staff model language as children play, skilfully encouraging them to use and repeat new words and phrases. For example, when children were engrossed in building models with plastic construction bricks, staff modelled how to give simple instructions so others could copy what they were making. Children eagerly practised giving instructions themselves, knowing that it was important to use words such as 'first', 'second', 'in front' and 'on top'.

Books, stories and songs all have a special place at Golborne. Adults read stories with enthusiasm. They revisit high-quality texts often so that children know stories in depth and become familiar with the language that they hear.

Children become engrossed at story time. Staff guide children to ask questions and talk about the books shared, including what might happen next in a story.

Staff encourage children to be independent and confident as they explore and play.

This is supported through clear classroom routines, which help children to learn that they have to take turns and listen to each other. The well-planned outdoor area is used to teach children about risk and how to play safely. For example, adults support children to use tools such as hammers and saws to work with logs in the forest area.

Adults also encourage children to eat healthily. Older children prepare some of the fruit that will be eaten during their shared time, carefully being shown how to cut using knives.

Leaders and staff take every opportunity to teach children about important values such as respect and forgiveness.

Staff help children to put these values into practice. The books read at story time are used purposefully to revisit these messages. This approach fosters a positive and inclusive learning environment where children feel safe and respected.

Leaders make sure that children are exceptionally well prepared for moving to primary school. Children with SEND are especially well supported. For example, staff and leaders take time with these children's parents to explain the process of moving on to a new school.

They liaise closely with children's new schools, including organising visits so that children are supported to settle in quickly.

Staff feel valued and listened to by leaders, including governors. They appreciate the real care given to their well-being, as well as the adjustments to make their workload manageable.


The arrangements for safeguarding are effective.

Staff receive up-to-date safeguarding training, including on issues relevant to working with younger children. Staff with designated responsibility for safeguarding work with external professionals to make sure that children get the help they need promptly.

Leaders and staff meticulously carry out regular checks on the premises and outside areas, making sure children are cared for in an extremely safe and secure environment.

Leaders make sure that safeguarding has a high priority. The relevant recruitment checks are carried out on staff before they start to work at the school.

Staff know children and their families very well. They are vigilant and they know what to do if they have concerns about a child's welfare or safety.


When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be outstanding in March 2015.

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