St George's Nursery School

St George's Nursery School

Unique reference number (URN): 2546247 Address: 33-37 Wigston Road, Oadby, Leicester, Leicestershire, LE2 5QF Type: Childcare on non-domestic premises Registered with Ofsted: 20/08/2019 Registers: EYR, CCR Registered person: The Childcare Company (Oadby) 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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Achievement Expected standard

All children typically make progress from their starting points and are supported to develop the skills they need to succeed as they move on to the next stage in their learning. Children are increasingly independent in their self-care skills. Babies learn to feed themselves, while older children pour drinks and serve their own food. Children are confident communicators and enjoy initiating conversations with staff and each other. Children with language delays express their thoughts and needs through sounds and gesture. Makaton signing is being introduced to give children with special educational needs and/or disabilities further strategies to enhance their communication skills.

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Achievement Expected standard

Overall, children are eager and enthusiastic to take part in activities. Babies develop strength and stamina as they pull themselves up and hold on to furniture as they learn to walk. Toddlers develop their coordination as they learn to use cutlery at mealtimes to cut and scoop their food. Pre-school children demonstrate their spatial awareness as they navigate wheeled toys around a marked track.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with each other and staff. Staff generally support children effectively during activities so they learn to play cooperatively and take turns with resources. Children understand the expectations for their behaviour as staff establish clear boundaries. Staff praise children for being kind and helpful. They help children to learn about the need for rules to keep themselves, and others, safe. For example, staff explain that children should not climb on furniture in case they fall off and hurt themselves or their friends. Staff typically encourage children with special educational needs and/or disabilities to express their emotions, by modelling different strategies with them. For example, children use gestures and sounds to indicate when they feel happy. They lead their key person to the sensory room door when they start to feel agitated or frustrated.

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Behaviour, attitudes and establishing routines Expected standard

Overall, staff support children to understand the daily routines so they feel calm and settled. Children are given gentle reminders when it is time to tidy away the toys. Older children know that they get ready for lunch by visiting the toilet and washing their hands. Leaders work closely with parents and carers to share their expectations for children's attendance and to make adjustments when needed. This helps to establish regular attendance so all children benefit from the early education they are entitled to.

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Children's welfare and wellbeing Expected standard

Staff build warm and caring bonds with the children they care for. Children are happy and typically explore the learning environments with confidence. Staff working with the youngest children generally respond appropriately to their changing needs. When children become upset, staff soothe and cuddle them and engage them in activities that they enjoy. However, occasionally, staff do not react quickly enough when children become visibly tired, for example at lunchtime. This leads to children becoming unsettled before their sleep. Staff carefully consider arrangements to ensure children remain safe while sleeping.

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Children's welfare and wellbeing Expected standard

Children enjoy the nutritious meals that are provided. They show an increasing awareness that some foods support our bodies and show interest in the food they are eating. For example, children comment that broccoli 'looks like a little tree'. High regard is given to catering for children's individual dietary needs, and careful checks are completed in each room before food is served. Staff provide useful guidance to parents and carers to support them in choosing healthy options to bring for packed lunches. Staff ensure that children with special educational needs and/or disabilities are fully included at mealtimes and sit alongside their peers.

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Children's welfare and wellbeing Expected standard

Leaders understand the importance of giving children regular opportunities to go outside for fresh air and to engage in physical activities. This is an area that leaders have focused on improving since the last inspection. Older children enjoy taking part in weekly athletics sessions, and younger children benefit from having space to practise skills such as running and climbing. However, staff interactions outside are not yet consistent for all children.

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Curriculum and teaching Expected standard

Leaders have implemented a curriculum that builds progressively on what children know and can do. This helps them develop the skills they will need as they progress to the next stage in their education. Staff give high regard to promoting children's love of books, typically extending children's learning as they move through the nursery. Younger children delight in sitting with staff to share a favourite picture book. They turn the pages, and when they hear familiar words, they respond by pointing to the corresponding picture. Toddlers enjoy listening to stories and delight in talking about the main events. Older children independently select books, using the pictures to help them make sense of the text.

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Curriculum and teaching Expected standard

Staff make regular use of the garden to give children opportunities for outdoor learning. They provide activities and equipment that support children's physical development as well as promoting learning in other areas. For example, children use mathematical language to compare size and quantity as they play in the water tray. There is generally an inclusive approach to supporting children with special educational needs and/or disabilities. However, when engaging with children outside, staff do not give consistent support to all children. This means, at times, some children, including those who have barriers to their learning, do not benefit from consistently high-quality interactions to achieve the best possible outcomes.

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Inclusion Expected standard

Leaders gather information from parents and carers to help them to understand children's individual needs and background. This enables leaders to consider how best to support children and their families. Staff are well supported to implement an appropriate approach to assessing and reviewing children's development. They use the information gained from observations and tracking to identify the progression children have made and what they need to learn next. Overall, leaders identify when children require additional help and work collaboratively with parents and external professionals to put support plans in place. These plans are regularly reviewed to ensure all children continue to make progress. Staff understand that children may face barriers that impact on their ability to join in and enjoy activities alongside their peers. They carefully consider how additional funding can be used to enhance children's skills and further support their development. For example, staff

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Inclusion Expected standard

have purchased a range of sensory toys to engage children's interest and encourage them to play alongside others. When children feel overwhelmed by larger-group activities, staff encourage them to access the sensory room. This helps children to focus their attention in a positive way as they engage with resources that have a calming effect. In turn, children are more readily able to rejoin the main group, which promotes their sense of belonging. However, this support is less consistent during outdoor learning, which impacts on children's engagement during these times.

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Leadership and governance Expected standard

Leaders generally demonstrate commitment to continually developing the provision to provide all children with high-quality care and education. They strive to provide an inclusive setting where all children can thrive and experience a positive start in life. Leaders work effectively with other professionals, including teachers and support staff at local schools. This close partnership working helps children to experience smooth transitions into school.

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Leadership and governance Expected standard

Leaders give priority to promoting the wellbeing of staff. Staff feel well supported and enjoy their work. Regular appraisals and supervisions generally help staff to reflect on their practice and quality of teaching, with leaders. Staff have access to appropriate support and further training to help them build on their existing skills. Leaders understand there is scope to further support staff to enhance all children's learning and experiences.

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Leadership and governance Expected standard

Leaders have established positive partnerships with parents and carers. Parents comment that staff provide nurturing care and that regular updates help them to understand what children are learning and how they can support this at home. Leaders ensure parents are fully involved in decision-making, such as on the use of additional funding and the engagement of other professionals. This helps children with special educational needs and/or disabilities and disadvantaged children to make typical progress.

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

Children and families are warmly welcomed as they arrive at this inclusive nursery. Children quickly settle, as staff are receptive to their individual needs. Parents and carers readily share information, and their involvement in children's care and education is valued and encouraged. Regular attendance is well supported. This helps staff to gain a thorough understanding of children's needs and promotes the wellbeing of all children. Children engage enthusiastically with their learning and are keen to explore the stimulating activities on offer. Babies show curiosity as they look at books and explore music shakers as staff interact with them. Toddlers have fun as they develop their small-muscle skills when peeling and chopping vegetables for a soup. Older children enjoy a morning physical warm up that stimulates their bodies and minds and prepares them for a day of active learning.

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

Overall, children with special educational needs and/or disabilities, disadvantaged children and those who face barriers to their learning are well supported. For example, children are supported to manage their emotions well so they can join in alongside their peers. Children develop their language and communication skills as staff encourage them to join in with songs, rhymes and stories. Younger children spontaneously sing familiar songs as they play with toy farm animals. Older children delight in joining in with rhyming phrases they have learned as they sit together to listen to a favourite tale. Children enjoy their interactions with one another and show care and respect for their friends. They develop confidence and are willing to try new things as staff give them support when needed and praise their efforts and achievements.

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

Children forge positive relationships with staff and demonstrate they feel safe and secure. When children are unsettled, staff reassure them by offering warm and sensitive care. When children become unsettled, staff sensitively engage them in appropriate activities to help them feel calm.

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Next steps

Leaders should support staff working with babies to recognise and respond quickly to their needs so children remain settled. Leaders should strengthen the quality of interactions that take place outside so all children, particularly those with special educational needs and/or disabilities, are fully engaged in their learning.

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Address:

33-37 Wigston Road, Oadby Leicester Leicestershire LE2 5QF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Childcare Company (Oadby) Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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, special educational needs coordinators, designated safeguarding leads, children, parents and carers during the inspection.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this 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. This data is from 13 May 2026

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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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