Woodlands Nursery

Report for childcare on domestic premises

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

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The provision is inadequate

Leaders do not have effective oversight of the setting. For example, they do not do enough to promote children's health or ensure that the environment and practices consistently keep children safe. Some staff demonstrate behaviour that falls short of expected professional standards. This could negatively influence children's behaviour and their understanding of boundaries. Other staff lack secure knowledge and understanding of safeguarding, including how to recognise and respond to concerns about children's safety. Furthermore, some children do not consistently receive quality engagement from staff, ultimately affecting their overall progress.

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The provision is inadequate

Nonetheless, children are happy. Staff read them stories and introduce new vocabulary and concepts. For example, when reading to young children, staff model 'up' and 'down' and 'round and round', pointing to the wheels of a vehicle. Outdoors, they sing action songs that encourage older children to practise listening, counting and following instructions. Staff provide daily opportunities for children to engage in both indoor and outdoor play, supporting their physical well-being. For instance, children enjoy rolling balls down tubes, which helps to develop their hand-eye coordination. Staff select equipment that encourages young children to pull themselves up, stand and reach, building their strength and balance. Children have some opportunities to be independent. For example, older children keep their belongings, such as sun hats, in trays and access these independently before going outside. They have opportunities to practise tipping and pouring, helping to

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The provision is inadequate

develop the coordination needed to pour their own drinks at snack time.

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need to do better?

n Leaders lack effective oversight. For example, staff fail to carry out routine checks properly, leaving bins unemptied, used cloths on the floor, sun cream accessible to children and broken plastic and wood in the garden area. Additionally, staff do not consistently follow food safety procedures, such as checking the temperature of every child's meal. These failures compromise children's safety, hygiene and overall well-being. n Staff do not ensure that fresh drinking water is readily accessible to children throughout the day, including during outdoor physical play in hot weather. Although drinks are provided at snack and mealtimes, this practice poses a risk, particularly for children who cannot communicate their needs, increasing the likelihood of dehydration and overheating. n Handwashing procedures are insufficient to maintain effective hygiene standards and protect children's health. For example, young children share the same bowl

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need to do better?

of soapy water when washing their hands, which increases the risk of cross- contamination and the spread of infection.

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need to do better?

9 July 2025 n Leaders do not ensure that all staff working with children have a secure understanding of safeguarding procedures. Some staff are unable to identify signs that a child may be at risk of harm. Others are unsure of the correct steps to take if they have a concern, including how to report concerns or allegations against a colleague. These gaps in knowledge may delay appropriate action to protect children. n Staff do not model respectful, safe or hygienic behaviours. For example, staff toss cut-up apple across the table to children at snack time, which children then eat straight off the table. They climb over safety gates in areas where young children are playing, putting themselves and children at risk, while also setting a poor example. This does not meet expected professional standards. n Staff do not consistently engage meaningfully with all children. Although leaders expect mealtimes to be highly social occasions, staff do not position themselves

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need to do better?

to ensure all children are included. During these times, younger children receive limited support to practise their social skills or use cutlery, resulting in them eating with their hands. Staff do not always encourage children with special educational needs and/or disabilities to participate in activities alongside their peers. This reduces the frequency of positive interactions and learning opportunities they receive. n There is potential for positive change. For instance, leaders respond constructively to concerns raised and demonstrate a clear commitment to improvement. They take full responsibility for weaknesses in practice and actively engage in professional dialogue, discussing how to address issues promptly. n Staff complete online training in areas such as potty training and behaviour management, to better support the children in their care. They have completed safer sleep training, ensuring that sleeping arrangements comply with the latest

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need to do better?

government safety standards. n Staff establish positive relationships with parents and carers. They regularly share information about children's daily experiences, progress and care routines. Following staff training, parents received guidance on safer sleep, dummy usage and toilet training to help support children's development at home. n Staff collaborate with external professionals, making referrals when necessary and implementing any guidance they receive.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

improve oversight of the setting, especially in relation to risk assessments, to ensure children are protected from unnecessary risks 30/07/2025

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Due date

ensure fresh drinking water is consistently available and accessible to children both indoors and outdoors 30/07/2025

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Due date

take measures to consistently maintain high hygiene standards to protect children's health 30/07/2025

p.4

Due date

ensure all those deemed suitable to work with children can identify when a child may be at risk of harm and know the correct procedure to follow to respond correctly to report concerns about a child or another member of staff 30/07/2025

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Due date

improve monitoring of staff practice to help identify weaknesses in conduct, ensuring staff consistently demonstrate positive role modelling that promotes a respectful and safe learning environment 30/07/2025

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Due date

improve staff engagement with children to ensure all children are fully included in routine activities, play and learning. 30/07/2025

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Setting details

Unique reference number EY484522 Local authority Shropshire Council Inspection number 10410399 Type of provision Childcare on domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 25 Number of children on roll 38

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Information about this early years setting

Woodlands Nursery registered in 2015 and operates from the provider's home in Hope Bowdler, near Church Stretton, Shropshire. The setting employs nine members of childcare staff. Of these, two hold early years professional status and five hold qualifications at level 3. The setting is open from Monday to Friday all year round, except for bank holidays, two weeks at Christmas and two weeks in August. Sessions are from 8am to 5.30pm. The nursery provides funded early education for all eligible children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector spoke to children to find out about their time at the setting. n The inspector talked to the manager and staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The inspector observed the quality of education being provided and assessed the impact that this was having on all children's learning. n The inspector carried out a joint observation with the manager. n Parents shared their views of the setting and the inspector took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of staff working in the setting and those living in the home.

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Inspection activities

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.

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Inspection activities

9 July 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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