The Pheasant Nest

The Pheasant Nest

Unique reference number (URN): 2871006 Address: Manor Farm, Newton Stacey, STOCKBRIDGE, SO20 6BP Type: Childcare on non-domestic premises Registered with Ofsted: 24/12/2025 Registers: EYR, CCR, VCR Registered person: Eggnest Childcare Ltd

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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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Inclusion Exceptional

Highly effective leaders and staff put the children and families at the heart of everything they do. Before the children start at the nursery, parents receive a comprehensive telephone call to discuss their individual circumstances. This helps to ensure that the experienced staff consistently meet children's needs from the beginning.

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Inclusion Exceptional

All children, including those facing barriers to their learning making incredible progress from their starting points and thrive in this inclusive nurturing nursery. Leaders and highly qualified, experienced staff have the same high expectations. Children make tremendous progress at the nursery, from having no language or not eating on arrival, to becoming fully conversational and sitting with their friends for mealtimes. Staff have weekly discussions about children's individual progress. This helps to ensure children continue to receive the support they need at the right time. Leaders and staff go above and beyond to meet the needs of the children and are passionate about consistently providing all children with the best opportunities to always make the most progress.

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Inclusion Exceptional

Leaders ensure they operate with higher than statutory ratios every day, employing extra staff at every session. This gives children the time to develop the skills they need in an inclusive stimulating environment. Staff know all the children and recognise their uniqueness. They operate sessions at a slow pace to ensure every child has the time, space and opportunity to fulfil their needs.

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Achievement Strong standard

All children including those facing barriers to their learning make excellent progress from their starting points across every area of learning. Children demonstrate exemplary communication and language skills. For example, they talk about seeing their reflections in the mirrors and making lasers with the magnetic shapes. They are inquisitive and show curiosity in their play. Their imaginations take them on journeys using the tree trunks as cars and the grass and buttercups as food. Children show high levels of concentration as they play. They demonstrate perseverance and confidence as they balance on the planks and climb in and out of the hammock. Children consistently show a pride in their achievements from cutting fruit, through to creating towers with building blocks. Children have the essential age and stage appropriate knowledge and skills for their future success. They are incredibly well prepared for the next stage in their education.

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Behaviour, attitudes and establishing routines Strong standard

Inspirational leaders and staff create an incredible inclusive environment where children feel safe and secure. Regular attendance is embedded from the very beginning of the children's journey at the nursery. Leaders and staff have extremely high expectations and children rise to the challenge and behave impeccably. There is a fluidity to the routines which ensures children continually have their needs met. For example, if children are engrossed in an activity, such as watching the tractors, staff will take the snack to them and not disturb their concentration and enjoyment. Children know the routines incredibly well and when the cow bell rings, they make their way across the field to the cabin for food. Staff involve children in routine tasks, such as helping to lay the beds out under the large canopy ready for sleep.

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Behaviour, attitudes and establishing routines Strong standard

Independence is embedded at every opportunity. When children arrive, they are familiar with self-registration. They find their magnetic pictures attached to their own personal towels and fix these to the metal cabin wall. These are accessible and used throughout the day. For example, children select their own towels after washing their hands before meals and after using the toilet. Staff praise the children's achievements which consistently helps to develop their self-esteem.

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Behaviour, attitudes and establishing routines Strong standard

Children consistently demonstrate positive attitudes to learning and develop secure friendships with other children. Highly qualified and experienced staff know the children extremely well and offer reassuring cuddles to new starters and demonstrate their knowledge of the children's needs and interests. They use this information to ensure they provide highly impactful experiences to aid the children's development.

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Children's welfare and wellbeing Strong standard

Exceptional leaders find out all about the children and their families before induction into the nursery. This helps to ensure the highly qualified staff know and can build on children's emotional wellbeing from their first day. Staff form secure and responsive attachments with all babies and children. They consistently support children to develop an understanding of their physical skills by providing a range of opportunities to increase their core strength.

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Children's welfare and wellbeing Strong standard

Routines are incredibly effective and consistently support and develop individual needs. Older children competently cut the fruit to share with all their friends, younger children and babies. They confidently talk about using 'the bridge'. This is a technique where the hand is placed over the food so the knife can pass safely underneath to cut items, and a 'claw grip' to increase fine motor control as they work. Children spontaneously count the pieces of fruit, with no prompts from staff, demonstrating their secure knowledge of early counting skills. At mealtimes children can help themselves to as much, or as little food, as they would like, which ensures no one goes hungry. Children expertly pour drinks for their friends, which further helps to develop their excellent physical skills.

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Children's welfare and wellbeing Strong standard

Children understand when it is time for sleep and gather their comforters. They head across the field to their beds laid out under the canopy. Children independently remove their shoes and snuggle up under their covers and fall asleep listening to the sounds of the birds.

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Curriculum and teaching Strong standard

Leaders ensure quality of the curriculum and teaching is incredible through consistent monitoring and oversight. The qualified staff weave mathematical language and new vocabulary into every opportunity, from snack time to story time. Questioning techniques are consistently thought provoking. Experienced staff show a genuine interest in the responses that children give and extend their learning further still with expert probing. For example, children talk confidently about Vitamin D being in the fruit they have at snack time and staff encourage the discussion, questioning their knowledge and imparting further information about other vitamins that are present in the fruit children eat.

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Curriculum and teaching Strong standard

Children develop a love of books from an early age and regular group story telling is integral. Children also have individual time to look at books after lunch and whilst waiting for the shuttle bus at the end of the day. Story time is a great learning experience. Skilled staff introduce new vocabulary to the children such as 'whoosh' and then explain that the word is an 'onomatopoeia'. During another story, children talk about the animals. They share that they know that the lion is a mummy and when questioned as to why they think that is so, they respond because it is asleep. This leads onto further discussions about the other animals and gender. Staff instinctively know when to step in to support children's learning further and when to stand back and observe, allowing the children to develop their own curiosity and wonder.

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Curriculum and teaching Strong standard

Children's natural curiosity and inquisitiveness is clear throughout the nursery. This is evident from babies experimenting with bottles in the water play, to older children discussing the robin that flew into the cabin. Children confidently speak about how it must be scared seeing the children watching it. Staff expertly extend children's learning, talking about the habitat for birds, encouraging the children to think about where they live.

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Leadership and governance Strong standard

Leaders are inspirational and extremely committed to making a difference not only to the children in the nursery, but also in the wider community, opening their inclusive provision to other early years providers. They have a clear vision for further development and a want more children and families to benefit from their nurturing inclusive environment.

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Leadership and governance Strong standard

Experienced leaders know what they want from their staff team to help them continue to fulfil their vision. They recruit and appoint the most qualified and knowledgeable staff, with many having teacher status. This helps to ensure that they provide the best opportunities they can for all children, including those who face barriers to their learning. Staff comment that their wellbeing is good and their workloads manageable. They enjoy working outside and value the support and opportunities they have for further professional development training to ensure their knowledge remains current.

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Leadership and governance Strong standard

Parents are extremely complimentary and talk about the transformation they have seen in their children since they started at the nursery. Committed leaders build on children's knowledge and understanding by creating real family-like experiences, including outings to the local 'Pumpkin Patch', visits to the Christmas lights and the local garden centre. Parents value the opportunities children are given to explore, socialise and learn in meaningful and memorable ways.

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Leadership and governance Strong standard

Reception teachers of the schools children transition to comment on how the children have developed strong characteristics of effective learning and a high level of mathematical understanding. They also share that the children have positive 'can-do' attitudes towards phonics and problem-solving skills.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children thrive at this highly inclusive, awe-inspiring nursery. They arrive happily and separate from their parents with ease. Children receive a warm welcome from the friendly staff who find out how they are feeling. Some children arrive with staff on the shuttle bus. They calmly disembark and join their friends in the outdoor play space following their self- registration.

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Inspector:

From the moment they arrive, children immerse in purposeful learning. Leaders have created and designed an outside play space that captures the imagination. It provides endless opportunities for spontaneous learning and development. Children spend most of their time outside in the open space that nurtures and encourages children's social skills and independence.

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Inspector:

Siblings can play alongside each other in this family orientated nursery, and older children often pay a visit to the baby garden. Communication skills are extremely well promoted and children play incredibly well together. They support each other, building constructions with the wooden bricks and make suggestions as to how they can ensure the structure does not fall. Experienced staff skilfully question on what they can do if their creation falls down. Children confidently reply, 'rebuild it' showing a knowledge and perseverance of how to achieve their aim. Older children are kind and considerate and offer support to the younger children. All children including those who face barriers to their learning make tremendous progress from their starting points. Some children have minimal communication when they start and now talk confidently using sentences and demonstrate a wide vocabulary.

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Inspector:

Leaders and staff place the children at the centre of everything they do. They explain to parents the importance of children's regular attendance and punctuality when the children start at the nursery.

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Inspector:

Children demonstrate great confidence and independence. For example, children sensitively collect the eggs from the chicken coop and carry them into the cabin. They carefully place the eggs in the container and demonstrate their knowledge of one-to-one correspondence, a foundational early maths skill, as they count the eggs.

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Next steps

Leaders should ensure continued improvement in the nursery's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the nominated individual, leaders, staff and children 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. Lindsay Osman

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Address:

Manor Farm Newton Stacey STOCKBRIDGE SO20 6BP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Eggnest Childcare Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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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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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. 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

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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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