Maples Nursery School and Children's Centre
Maples Nursery School and Children's Centre
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Details
Type
Local Authority Nursery
Local Authority
Ealing
Head Teacher
Ms Zhana Zand
Gender
Mixed
Admissions
Non-selective
Religious Character
Does not apply
Website
mapleschildrenscentre.com
Reference Number
101858
Additional Provisions
About This Data
- •School information is sourced from Get Information About Schools (GIAS), the official UK government register maintained by the Department for Education.
Pupils
Summary
Class Sizes
Total Pupils
Cohort Sizes
Pupil Ethnicities
About This Data
- •Data sourced from the National School Census for 2024/25, collected each January.
- •This is not live data. For current availability of places, contact the school or local authority directly.
- •Capacity refers to the maximum number of pupils a school can accommodate. Schools may operate above or below capacity, and spare places may only be available in certain year groups.
- •Persistent absence means a pupil missed 10% or more of their possible sessions during the academic year. Absence rates during 2020–2022 were significantly higher due to the Covid-19 pandemic.
Inspections
Ofsted Inspections
10 inspections on record
- 2023Requires Improvement
Category Judgements
Category Judgement Quality of education Requires Improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires Improvement AI-Generated Insights
SEND11- Children with SEND are swiftly and accurately identified.
- Staff are not consistent in using information to support children with SEND.
Curriculum11- Children experience a broad curriculum aligned with national expectations.
- Curriculum lacks small steps for children to learn and practise effectively.
Leadership2- Leadership has been turbulent, affecting staff workload and training.
- Governors lack understanding of their roles and responsibilities.
Safeguarding11- Arrangements for safeguarding are effective and children are safe.
- Leaders and governors initially lacked understanding of safeguarding roles.
Pupil Progress2- Children's language is not sufficiently developed or extended.
- Adults do not use observations to address children's misconceptions.
Teaching Quality2- Adults do not routinely model or extend children's language.
- Staff are not consistent in supporting children with SEND.
Personal Development2- Adults promote healthy eating, hygiene and independence.
- On-site children's centre provides support to families.
Behaviour & Attendance2- Children develop positive behaviours and attitudes towards learning.
- Classrooms and outside areas are well organised and maintained.
Insights are generated by AI from the inspection report and may not be fully accurate.
- 2018
- 2017
- 2015
- 2013Good
- 2010Good
- 2007Good
About This Data
- •Inspection data is sourced from Ofsted, the official schools inspectorate for England.
- •Ratings may have changed since the last inspection. Always check the latest report for current information.
- •Some inspections (monitoring visits, academy conversions) do not result in a graded judgement.
Workforce
Staff numbers and pupil-to-teacher ratios
Pupils per Teacher or Teaching Assistant
Shows how many children each teacher looks after on average. The lower line includes teaching assistants, giving you a better picture of the adult support available in classrooms.
Total Pupils
The number of children enrolled at this school over time. These figures come from financial records and may differ slightly from other pupil numbers on this site due to when data was collected.
Total Number of Teachers
The total teaching capacity at this school, including classroom teachers and senior staff who also teach. Part-time teachers are counted based on their working hours.
Teaching Assistants
Support staff who work directly with children in classrooms. This includes regular TAs, higher-level TAs with more responsibilities, and specialist support for children with additional needs.
Teachers with Qualified Teacher Status (%)
The percentage of teachers who have completed official teacher training in England. A higher percentage typically indicates a more experienced and formally trained teaching team.
Senior Leadership
The school's leadership team, including the headteacher, deputy heads and assistant heads. These staff manage the school and often still spend time in classrooms.
Non-classroom Support Staff and Auxiliary Staff
Office and admin staff who keep the school running smoothly, plus auxiliary staff like catering teams and site maintenance who look after the building and meals.
Total Headcount and Workforce
Two ways of counting staff: headcount shows total people employed (including part-timers), while workforce counts the equivalent number of full-time positions.
About This Data
- •Data sourced from the DfE School Workforce Census. Numbers may not match exactly other data shown on this site due to different collection timings within the academic year.
- •FTE = Full-time equivalent, representing the total working hours divided by standard full-time hours. Headcount = total number of individuals employed.
- •Senior leadership includes headteachers, deputy headteachers and assistant headteachers.
- •Teachers with Qualified Teacher Status (QTS) have completed accredited initial teacher training in England.
Finances
2024/25
Income per Pupil (£)
In 2024/25 the revenue reserve was -£327,652 or -£6,898 p/pupil. Schools maintain reserves for unexpected costs, but these funds are ultimately meant to benefit pupils.
Expenditure per Pupil (£)
In 2024/25 the in-year balance was -£176,201 or -£3,709 p/pupil. A negative balance means the school spent more than it received, covered by drawing on reserves.
About This Data
- •Financial data comes from the DfE School Financial Benchmarking service. Schools report their income and spending each year.
- •Revenue reserve is the money a school has saved up over time. Schools keep reserves to cover unexpected costs, though funds are meant to benefit current pupils.
- •In-year balance shows whether a school spent more or less than it received in a single year. A positive balance means the school had money left over; a negative balance means it dipped into savings.