Willow Garden Day Nursery (WGDN)

Willow Garden Day Nursery (WGDN)

Unique reference number (URN): EY438186 Address: 176 Heath Road, Orsett, GRAYS, Essex, RM16 3AP Type: Childcare on non-domestic premises Registered with Ofsted: 13/01/2012 Registers: EYR, CCR, VCR Registered person: Little JS 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 Strong standard

Children achieve remarkably well and make secure progress from their starting points across all areas of learning. Babies show growing independence as they feed themselves, explore resources confidently and begin to use early words. Older children use ambitious vocabulary, such as 'absolutely everything' and 'blending'. They recall past experiences and engage in sustained conversations, showing secure language development. Children develop wonderful mathematical understanding as they compare sizes and solve problems during outdoor play.

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Achievement Strong standard

Children with additional needs and those who face barriers achieve strongly. Children who were previously non-mobile now sit independently, crawl and begin to take steps, showing rapid physical progress and confidence. Children develop excellent emotional literacy as they comfort friends after accidents and discuss feelings.

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Achievement Strong standard

Children demonstrate independence and resilience, serving their own food, managing self- care routines and persisting with challenges, such as using real tools outdoors. They show a magnificent curiosity about nature, community and culture, preparing them well for the next stage of learning. Consequently, children leave the setting highly confident, socially aware and equipped with the foundational skills needed for school.

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Behaviour, attitudes and establishing routines Strong standard

Staff establish a calm and highly respectful culture, where expectations for behaviour are consistently understood and applied. Staff model kindness and positive language, helping children learn to share, take turns and consider others' feelings. For example, children patiently wait to serve food at mealtimes and remind friends about safe behaviours, showing an embedded understanding of routines. As a result, children behave beautifully and engage confidently in learning.

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Behaviour, attitudes and establishing routines Strong standard

Warm and nurturing relationships underpin children's positive attitudes. Staff respond sensitively to children's emotional needs, offering reassurance and adapting support when required. Staff monitor and evaluate practice rigorously, changing key persons, where required, to facilitate improved secure attachments for children. As a result, these immediate improvements fully support children to develop high levels of confidence and engagement. Children with additional needs receive tailored adjustments, such as structured social play and adapted environments. Consequently, they collaborate successfully alongside others and experience full access to all learning opportunities.

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Behaviour, attitudes and establishing routines Strong standard

Staff promote consistent routines and attendance. They monitor patterns closely and work with families to reinforce punctuality. For example, leaders meet with parents to improve late arrivals, so children access valuable key-person time. Clear daily routines, including predictable transitions between activities, help children feel highly secure and ready to learn. Children demonstrate resilience, independence and positive attitudes, thriving in an environment that prioritises wellbeing, collaboration and respect.

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Children's welfare and wellbeing Strong standard

Leaders and staff promote children's welfare and wellbeing effectively through highly responsive care and consistent routines. Practitioners know children exceedingly well and adapt practice to meet individual needs. For example, babies receive carefully sequenced weaning and physiotherapy-informed support, enabling them to build strength and confidence safely. Children with additional needs benefit from tailored adjustments, such as adapted spaces and one-to-one support, which help them feel secure and fully included.

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Children's welfare and wellbeing Strong standard

Rich, nurturing attachments underpin children's emotional security. Babies seek comfort from familiar adults and quickly return to play after reassurance. Staff respond sensitively to emotions, naming feelings and encouraging children to support one another. Therefore, all children develop high levels of empathy and self-regulation. Parents comment that flexible key-person arrangements and consistent robust communication between setting and home strengthen children's sense of belonging.

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Children's welfare and wellbeing Strong standard

Health and safety routines are embedded thoroughly. Staff implement safer eating practices, clear dietary systems and hygiene routines to minimise risk effectively. Children independently access water and learn about healthy food choices. Staff use outdoor experiences and forest style play to promote an abundance of physical development, resilience and risk awareness. For example, children confidently dig up vegetables using real tools and problem solve when drainpipe tunnels fall. Consequently, children feel extremely safe, valued and emotionally secure, enabling them to thrive and develop positive habits that support their future wellbeing.

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Curriculum and teaching Strong standard

Staff maintain a clear and accurate understanding of curriculum quality and adapt provision thoughtfully to meet the needs of all children, including babies. They restructure rooms and refine experiences, so teaching aligns with children's developmental stages and individual needs. Joint observations and reflective discussions enable leaders to evaluate practice, such as mealtimes, ensuring routines promote language, mathematics and independence consistently.

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Curriculum and teaching Strong standard

The curriculum is highly ambitious, broad and well sequenced. Practitioners use forest style learning and real-life experiences to build resilience, curiosity and health and safety awareness. For example, children transport dirty vegetables they have dug up to the water tray to 'wash germs away'. Teaching consistently supports communication and language. Staff narrate play, sing frequently and introduce exciting vocabulary, such as 'mushy'. They embed mathematical concepts seamlessly through counting food, comparing sizes and exploring weight during everyday routines. Consequently, children develop wonderful communication skills and apply early mathematical thinking naturally during play, strengthening the foundations for later learning.

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Curriculum and teaching Strong standard

Staff demonstrate secure knowledge of child development and use assessment to inform teaching effectively. Staff observe children closely and adapt experiences to meet individual needs. For example, introducing structured interactions between friends for children needing additional social support. Leaders ensure all children access the full curriculum through reasonable adjustments, including adapted environments and highly effective targeted support. All children feel included, enabling them to engage deeply in learning and make remarkable progress from their starting points.

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Inclusion Strong standard

Staff create a wonderfully inclusive culture, where children's needs are identified early and addressed with precision. Staff gather detailed starting points and work closely with families and professionals to shape highly effective support. For example, children with physical delays receive targeted physical programmes, physiotherapy guidance and carefully sequenced routines. As a result, gaps in development are significantly reduced and independence and confidence increase rapidly.

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Inclusion Strong standard

Leaders further strengthen this committed inclusive culture through highly personalised practice for children with complex medical needs. For example, staff redesign the curriculum to meet individual needs, such as implementing specific 'tummy time' sessions to support physical development. Consequently, all children access every learning opportunity thoroughly and safely. Children feel very secure, develop an excellent key-person bond and grow in resilience. Leaders' and staff's unwavering commitment to removing barriers enables every child to thrive.

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Inclusion Strong standard

Leaders ensure inclusion is considered beyond the setting. For example, by influencing local and national decision-making through the UK's professional representative bodies for early years to improve funding and high quality provision across the county. This advocacy has enabled more funded places and strengthens sustainability for other settings, particularly in disadvantaged areas. By widening access to early education, more children are attending settings in the local area. They develop essential life skills and benefit from high-quality learning opportunities.

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Inclusion Strong standard

Partnerships with families and multi-agencies are inspirational. Staff provide personalised practical support for families, including an adapted key-person approach to strengthen children's emotional security. Early years pupil premium funding is used strategically, ensuring disadvantaged children and those with special educational needs and/or disabilities thrive, feel valued and achieve highly within a genuinely inclusive environment.

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Leadership and governance Strong standard

Leaders and those responsible for governance demonstrate inspirational commitment to improving children's lives through ambitious, child-centred decision-making. They show a highly accurate understanding of strengths and priorities. For example, leaders adapt the environment and curriculum in response to a younger cohort to sustain high standards. Leaders act decisively in children's best interests, particularly for those with special educational needs and/or disabilities (SEND) and medical needs. For example, leaders developed a unique way of working using a peripheral vision mindset with visual prompts to help staff understand how children experience the setting space. As a result, staff adapt the room layouts and enable children to move safely. Children build amazing confidence levels and access learning alongside friends. Medical incidents are significantly minimised.

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Leadership and governance Strong standard

Strategic partnership working is highly impressive. Leaders actively influence local provision by lobbying for increased funded places and high-quality provision in the county through their work with the UK's professional representative bodies for early years. This has widened access to early education and substantially improved opportunities for children and their families across the community. Leaders use inspiring forward thinking by working with the Essex Wildlife Trust. Children manage protected eco-areas to sustain vital habitats and endangered species. Consequently, children develop a deep found respect for nature while contributing enormously to environmental awareness across the wider community.

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Leadership and governance Strong standard

Professional development is carefully targeted. Staff receive specialised safeguarding, SEND and baby-focused training. Staff wellbeing is highly prioritised through flexible working arrangements and personalised support, which sustains a motivated workforce and consistent care for children. Leaders wonderfully proactive oversight creates a rich environment, where all children thrive and families feel wholly supported.

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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 experience a wonderfully warm, nurturing environment, where they feel respected, valued and eager to learn. From arrival, babies and young children form secure attachments with caring adults, who respond quickly to their needs. Babies seek reassurance through cuddles and return confidently to play, while older children explore the outdoor environment with enthusiasm, knowing staff keep them safe through close supervision and clear routines.

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

Children enjoy a rich curriculum that sparks immense curiosity and independence. They eagerly dig for vegetables, create potions with natural materials and use ambitious language during play. Staff weave songs, stories and meaningful conversation throughout the day, helping children develop prominent communication skills. Mealtimes are sociable and purposeful. Staff support children to serve themselves, practise superb manners and discuss healthy choices, building confidence and self-help skills.

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

Children with special educational needs and/or disabilities and those who face barriers to learning belong fully within the setting. For example, children develop mobility through carefully planned support, while children needing additional emotional guidance benefit from adapted spaces and structured group play. These thoughtful adjustments by staff help children learn alongside friends, feel included and achieve remarkably well from their starting points.

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

Staff facilitate meaningful relationships with children to shape behaviour and attitudes. Children show an abundance of kindness by comforting friends, sharing resources and welcoming visitors into their play. Staff work closely with families to establish consistent routines, including improving punctuality, so children arrive settled and ready to learn. Parents feel highly valued and involved, which strengthens children's sense of security and belonging.

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

Children thrive because leaders prioritise their wellbeing, individuality and enjoyment of learning. Children grow in confidence, develop independence and build the social and emotional skills needed for their next stage of education, leaving the setting as highly resilient, curious and happy learners.

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Next steps

Leaders should ensure continued improvement in the setting'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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Address:

176 Heath Road Orsett GRAYS Essex RM16 3AP

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Address:

Type: Childcare on non-domestic premises

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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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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, apprentices, parents 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.

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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

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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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