Mulberry Park Together For Twos

Language, independence and close contact with families give Mulberry Park Together For Twos its character. At its January 2025 inspection, Ofsted judged the provision Good, found safeguarding effective and highlighted exceptional progress among children with special educational needs and/or disabilities (SEND).

Based at Mulberry Park Childrens Centre, Boxgrove School, London SE2 9JP, the setting has capacity for 12 children. In January 2025, the children attending were aged two to three. That age range describes the children at the time, rather than a current admission limit.

In January 2025, learning combined small discoveries with physical challenges: dinosaurs hidden in straw, jewels buried in play dough, outdoor trikes and equipment for climbing and sliding. Paper and pencils placed around the setting encouraged children to experiment with making marks. Different materials gave them reasons to investigate, move and use their hands.

The early years foundation stage is the framework for children's learning, development and care. Here, its practical expression in January 2025 included talking during sand play, exploring weather and seasons, and learning through everyday routines. The What's in the box? game encouraged children to name objects; a petting-farm visit broadened their experiences.

There was a clear teaching limitation alongside these activities. At the January 2025 inspection, Ofsted asked leaders to deepen practitioners' curriculum knowledge, because less-experienced staff did not consistently know how to extend children's learning.

In January 2025, children sought practitioners out for help and to share experiences. Staff learnt words from children's home languages, giving children learning English another way to connect. Gentle reminders about sharing helped children practise social skills and handle their feelings.

Family communication had several routes that January: daily conversations, termly meetings about development, and talking cards to use at home. Early language intervention and communication classes for families connected support in the setting with learning beyond it.

Additional funding supported resources and help for children with SEND. Links with local schools supported transition, while developmental checks for two-year-olds were shared with health visitors based on site. These arrangements connected children's care with other professionals.

Self-care was practical too. In January 2025, children served fruit, cleared their plates and used an independence station to wipe their noses. Such routines gave them small responsibilities they could practise themselves.

The address is Mulberry Park Childrens Centre, Boxgrove School, London SE2 9JP. In January 2025, opening hours were 8.30am to 11.30am, Monday to Friday, during term time. This was a morning opening window, rather than evidence of separately bookable session choices.

• Morning attendance. The January 2025 opening window covered term-time mornings. At a visit, ask which ages and attendance arrangements the setting now accepts.
• Consistency of teaching. January 2025 brought a specific recommendation to strengthen practitioners' understanding of what they were teaching. How staff extend a child's play is a useful point to discuss.
• Language support at home. Talking cards and family communication classes formed part of the January 2025 approach. Consider whether that shared work suits the support your child needs.

The January 2025 picture suits families seeking a term-time morning setting with an emphasis on early communication and growing independence. Practical self-care, family learning resources and links with other professionals gave the provision substance. The curriculum recommendation is the counterweight: engaging activities need staff who understand how to turn them into the next step in learning.