WHITE WILLOWS DAY NURSERY

WHITE WILLOWS DAY NURSERY

Unique reference number (URN): 2749394 Address: 190 Warley Hill, Warley, Brentwood, CM14 5HF Type: Childcare on non-domestic premises Registered with Ofsted: 12/09/2023 Registers: EYR Registered person: St Mary Nurseries Limited

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities, those who speak English as an additional language and those who face other barriers to learning, make steady progress from their individual starting points. Children build on their developmental stages as they learn. They use new skills over time, for example children who spoke very little English when they started now use key words independently to request the toilet and initiate play with their friends, showing clear progress in communication and social interaction.

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Achievement Expected standard

Children feel proud and motivated to learn. They respond to feedback, keep trying when things are hard and grow in confidence. With practice, they use their skills independently across different activities.

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Achievement Expected standard

Children are encouraged to revisit learning through practical, play-based experiences indoors and outdoors, helping them to consolidate understanding over time. Children are increasingly developing language skills, independence and cooperative play. Consequently, most children are building the knowledge, skills and confidence they need to be well prepared for their next stage of education.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote clear expectations through simple 'golden rules' that are regularly revisited with children. These focus on positive behaviours, such as using walking feet, helping children understand what is expected of them. Staff consistently reinforce expectations through calm reminders and specific praise. For example, at tidy-up time, staff ring a bell and clearly direct children to specific areas to put resources away. Many children complete their jobs independently and with care, demonstrating a growing sense of responsibility and ownership of their environment.

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Behaviour, attitudes and establishing routines Expected standard

Outdoors, children cooperate well, sharing sand tools, passing water to one another and inviting friends into play. Staff support children who need extra help with regulation by modelling calm behaviour, offering reassurance and using simple, clear language. Over time, children show improving self-control and an increasing ability to play alongside and with others.

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Behaviour, attitudes and establishing routines Expected standard

Children are familiar with daily routines and generally move between activities with confidence. As a result, children are developing appropriate behaviours and positive attitudes, which promote a safe and purposeful learning environment.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is monitored carefully, and leaders follow up unexplained absences promptly to ensure children are safe.

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Children's welfare and wellbeing Expected standard

Children form strong, trusting attachments with their key person. These relationships support children's emotional security and confidence. For example, when children become unsettled during outdoor play, their key person responds quickly by joining them, offering reassurance and guiding them into purposeful play. As a result, children quickly regain composure and re-engage in learning. Settling-in arrangements are flexible and sensitive to individual needs, allowing children and parents time to build confidence and trust.

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Children's welfare and wellbeing Expected standard

Staff promote healthy lifestyles through the daily provision of fruit and healthy snacks, discussions about nutritious foods and regular reminders about hygiene routines. While packed lunches vary in nutritional value, leaders engage parents in conversations and share information to encourage healthier choices. Children develop independence through consistent routines, including handwashing, self-serving water and managing personal belongings.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that aims for children to 'explore, discover and grow'. This intent is reflected in a flexible approach to planning, where staff respond to children's interests while ensuring that key areas of learning, including early mathematics, communication and language and personal, social and emotional development, are promoted. During circle time, for example, children count how many friends are present and talk about the day and month, strengthening their understanding of number, sequence and the passage of time. Staff use familiar routines to reinforce this knowledge so that children build confidence through repetition and participation.

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Curriculum and teaching Expected standard

Staff know children's starting points well and adapt activities so that all children, including those with special educational needs and/or disabilities, those who speak English as an additional language and those who face other barriers to learning, can participate. Teaching is effective, staff engage directly alongside children, modelling vocabulary, asking purposeful questions and extending thinking in the moment. Outdoors, a small group of children fill and empty dumper trucks with sand while an adult introduces and repeats mathematical language, such as 'full, empty' and 'more', helping children to link practical exploration with early mathematical concepts.

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Curriculum and teaching Expected standard

Staff use ongoing assessment to identify next steps and adapt the provision accordingly. Parents are kept informed about their children's learning through regular updates on an online app and through scheduled meetings.

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Curriculum and teaching Expected standard

The curriculum provides children with suitable opportunities to develop knowledge and skills across the areas of learning, and most children are progressing in line with age-related expectations. The curriculum currently lacks consistent planning for opportunities to develop large physical skills, like climbing, balancing and negotiating space. Strengthening this aspect of the curriculum would further enhance children's physical development.

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Inclusion Expected standard

Leaders have created a welcoming and inclusive environment, where all children, particularly those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language, are valued and supported. Staff work closely with parents and external professionals to identify needs at the earliest opportunity and put appropriate strategies in place. They gather key information about children's interests, development and home languages to ensure provision is responsive from the outset. For example, staff use keywords in children's home languages to support understanding of routines and expectations. During outdoor play, children learning English confidently respond to familiar words used by staff in their home language and then continue to ride scooters, demonstrating growing comprehension, confidence and a sense of belonging within the group.

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Inclusion Expected standard

Children with SEND have individual plans that are developed and reviewed in partnership with parents and, where appropriate, external agencies. Staff make thoughtful adaptations so that children can access activities alongside their friends, such as providing additional adult support, modelling play or adjusting resources. Leaders seek advice from specialists to strengthen practice. However, professional guidance is not always implemented with full consistency or sustained focus. Overall, inclusive practice is embedded in the setting's daily routines and interactions. As a result, children feel safe, accepted and increasingly confident enough to participate, which helps them overcome barriers and make steady progress from their starting points.

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Leadership and governance Expected standard

Leaders are reflective and demonstrate a clear commitment to sustaining and improving the quality of provision. Leaders have focused on strengthening partnerships with parents and refining the approach to curriculum delivery through in-the-moment planning. Communication with families is now well established. Parents receive daily verbal feedback, regular updates and photos through an online platform and attend progress meetings to discuss development and next steps. This open dialogue supports a shared understanding of children's learning.

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Leadership and governance Expected standard

Leaders engage appropriately with external professionals to support children with special educational needs and/or disabilities. Additional funding, including early years pupil premium, is used strategically for resources and targeted interventions, ensuring fair learning opportunities for disadvantaged children. Leaders have recently purchased training to support disadvantaged children, however, the professional advice given has not been applied consistently. Sharper monitoring and follow up would further strengthen outcomes for these children.

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Leadership and governance Expected standard

Staff report that they feel supported by leaders, and consideration is given to staff wellbeing, including workload and emotional support. Leaders are open to feedback and willing to reflect on areas for development. Leadership maintains appropriate standards and demonstrates the capacity to improve. As a result, children attend a setting where leaders understand both strengths and priorities clearly, providing a secure foundation for continued development and sustained quality.

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What it's like to be a child at this setting

Children enjoy being in this small, home-from-home setting, where they are cared for in a safe, nurturing environment and quickly feel valued and supported. Staff know children well and provide tailored support to meet a wide range of needs, including those of children with special educational needs and/or disabilities (SEND), children who speak English as an additional language and those who face other barriers to their learning and wellbeing. During outdoor play, children respond confidently to familiar words in their home language and then join their friends in sand tray activities, building understanding, independence and a strong sense of belonging. Children with SEND follow individual plans, and activities are adapted so they can participate alongside friends.

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What it's like to be a child at this setting

Children enjoy a rich and responsive curriculum that encourages exploration, discovery and growth. They practise and consolidate key skills throughout the day, such as counting objects in water trays, identifying colours or making play dough, through engaging, play- based experiences, indoors and outdoors. Independence is encouraged through daily routines, including serving water, washing hands and managing personal belongings. Staff celebrate each child's uniqueness, including their interests, cultural background and home language, while offering praise and guidance to support positive behaviour and emotional regulation.

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What it's like to be a child at this setting

Families are welcomed and valued, sharing information about their child's needs and achievements. Leaders promote the importance of attendance and follow up promptly on absences to keep children safe. Children feel included and supported, enjoy their learning and make steady progress from their starting points. This prepares them well for their next stage of education, helping them develop knowledge, skills, confidence and resilience.

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Next steps

Leaders should consistently implement advice from specialists and external partners to support children's learning and development further. Leaders should focus on developing their curriculum for physical development, giving children more opportunity to develop their gross motor skills through climbing, running, cycling, for example.

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Address:

190 Warley Hill, Warley Brentwood CM14 5HF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: St Mary Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

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About this 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.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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