Wingfield Nursery Ltd.

Unique reference number (URN): 226998 Address: 140 Westcotes Drive, Leicester, Leicestershire, LE3 0QS Type: Childcare on non-domestic premises Registered with Ofsted: 01/08/1995 Registers: EYR, CCR, VCR Registered person: Wingfield Nursery 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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Inclusion Strong standard

Leaders and staff identify children's needs early and act quickly to reduce barriers to learning and wellbeing. Staff have a secure understanding of which children may need additional help, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. Children benefit from carefully planned support that is reviewed regularly and adapted when needed. Staff monitor progress carefully which helps many children make significant progress from their starting points. Leaders work effectively with external agencies, including occupational therapists, local portage services and speech and language therapists, to ensure children receive the help they need.

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Inclusion Strong standard

Children with SEND and those facing disadvantage are included fully in the life of the setting. Staff adapt routines, provide additional resources and carefully tailor support so children can take part confidently alongside their peers. For example, children with physical and developmental needs benefit from specialist equipment, such as chairs to support their posture. Children develop confidence and become increasingly independent.

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Inclusion Strong standard

Children who speak English as an additional language benefit from effective support. Staff gather home language words from families, use Makaton and visual prompts, consistently. They position children carefully during group activities so they can see, hear and understand clearly. Leaders use early years pupil premium funding thoughtfully to remove barriers and improve children's experiences. As a result, children who may face disadvantage are fully included and have the same opportunities to succeed as their peers.

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Achievement Expected standard

Children make progress across all areas of learning and develop the knowledge and skills they need for their age- and stage-of development. Children enjoy books, songs and stories. They increasingly use language to share ideas, express feelings and communicate their needs.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those who speak English as an additional language make particularly positive progress from their starting points. For example, some children who previously spoke little or no English, now communicate confidently with adults and their friends, because of the carefully targeted support they receive. Children become independent. They learn to manage their own routines at mealtimes, such as serving themselves and pouring drinks. Children develop social skills through play and group activities. They become confident, as they ask others to join in their play, for instance. Most children are prepared well for the next stage of learning. However, occasionally, some children do not make as much progress as they could, as at times, activities are too difficult for them.

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Behaviour, attitudes and establishing routines Expected standard

Children, including those with special educational needs and/or disabilities, generally behave well. Staff establish clear routines and reinforce expectations calmly and consistently. Children respond positively to reminders about their behaviour. They understand familiar rules and usually follow instructions well. Children learn to take turns, help tidy resources and typically show kindness to one another. When disagreements happen, staff intervene sensitively and help children learn how to negotiate, share and resolve small conflicts. For example, staff support children to find solutions when arguments arise over resources and encourage them to consider the feelings of others.

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Behaviour, attitudes and establishing routines Expected standard

Children generally show positive attitudes to learning. They enjoy joining group activities, confidently share ideas and show curiosity in their play. Older children sit attentively for stories and discussions and enjoy sharing their thoughts about feelings and emotions. Younger children explore resources and seek reassurance from familiar adults, if they need it. Staff support quieter children thoughtfully and help them join activities and develop friendships.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote attendance and punctuality effectively. They follow up absences carefully and work with families to improve attendance, where concerns arise. Children arrive settled and ready to learn. Staff develop warm relationships with children which helps them feel secure, valued and confident to explore their environment.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that reflects the needs of the children who attend the nursery, including those with special educational needs and/or disabilities (SEND), or other disadvantages. Staff typically prioritise communication and language throughout all age groups. They model language carefully, introduce new vocabulary and use signs to help children understand and communicate. Babies hear repeated, simple language during stories and songs, while older children generally build vocabulary through conversations about the world around them. For example, staff introduce vocabulary, such as 'passengers' and 'the driver', as they pretend to be on a bus. Staff weave mathematical language naturally into play, such as when children count log slices or spots on a pretend ladybird. They support children to compare sizes such as small, medium and large.

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Curriculum and teaching Expected standard

Staff typically know children well and use assessment to identify delays and plan support. Younger children and babies benefit from a targeted focus on personal, social and emotional development. This helps them to feel secure, settle confidently and build relationships with staff and their peers. Staff are ambitious for children with SEND and adapt learning to help them join in fully.

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Needs attention

At times, some activities, do not have a sufficiently clear learning intention and children lose focus. Staff do not always tailor activities closely enough to the children taking part. Consequently, some planned learning is occasionally too difficult for some children.

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Leadership and governance Expected standard

Leaders typically understand the setting well and accurately identify strengths and areas they wish to improve. They reflect thoughtfully on practice and engage openly in professional discussions about the quality of provision. Leaders support staff well through coaching, mentoring and training opportunities. Staff report feeling valued and supported with their wellbeing and workload. Leaders provide staff supervisions regularly and include safeguarding, professional development and targets to improve practice.

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Leadership and governance Expected standard

Leaders work effectively with local schools to support children and help them transition confidently to their next stage of learning. Partnerships with parents and carers are positive. Families value the regular communication they receive, including information about children's learning and development. Leaders encourage parents to contribute to children's learning by sharing experiences from home and helping staff understand children's interests, routines and cultural backgrounds. Leaders work closely with parents of children with special educational needs and/or disabilities, to ensure they feel well-informed and understand their children's next steps.

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Leadership and governance Expected standard

Leaders understand where teaching is stronger and where staff need additional support. They accurately identify variations in staff confidence and recognise where learning intentions are not always clear enough. Typically children enjoy daily outdoor experiences, however leaders have not ensured this is consistent with the youngest children.

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Children's welfare and wellbeing Needs attention

There are weaknesses in the outdoor experiences provided for the youngest children. Babies do not consistently benefit from daily outdoor learning, because non-walking children are not taken outside if it is raining. As a result, they do not always experience the full range of outdoor learning available.

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Children's welfare and wellbeing Needs attention

Children, including those with special educational needs and/or disabilities are generally happy, settled and emotionally secure. Babies and children quickly form warm attachments with their key staff and confidently seek comfort and reassurance when needed. Leaders plan settling-in sessions carefully to ensure children have time to build bonds with others. Staff know children well and respond sensitively to their care needs. For example, staff work closely with families to establish continuity with mealtime expectations between home and nursery. They provide families with advice to support them at home.

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Children's welfare and wellbeing Needs attention

Children learn to manage their feelings and understand their emotional wellbeing. Staff help children talk about emotions through stories and discussions. They teach simple strategies, such as breathing techniques and yoga, to help children feel calm. Children learn about healthy foods and where their food comes from. Staff supervise children carefully and help them understand risks, for example when outdoor equipment is wet or slippery. This helps children begin to keep themselves safe.

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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

Babies do not consistently benefit from daily outdoor experiences such as when it is raining. This limits their opportunities to explore outdoors, develop physically and experience different environments regularly. Children enjoy their time at the setting and develop the knowledge, skills and confidence they need for a positive start in learning.

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

Children typically make progress from their starting points, including children with special educational needs and/or disabilities and those who speak English as an additional language. Children enjoy books, stories and songs and confidently join in with familiar rhymes and signs. Babies copy words that staff model and begin to use simple signs and gestures to communicate. Older children talk enthusiastically about their play, count objects and begin to recognise mathematical ideas, such as comparing size and identifying shapes. Children show curiosity in the world around them, for example, when they count the spots on a ladybird or learn about how vegetables grow. They become increasingly independent, particularly at mealtimes. Older children display good manners and say thank you to others.

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

Children feel safe, welcomed and valued. They form warm relationships with their key staff and settle quickly into routines. Babies seek reassurance from familiar adults then confidently return to play. Young children enjoy looking at photos of their family, which helps them feel settled. Older children happily involve other children and adults in imaginative play, such as making different toppings to put on pizzas made from play dough. Children typically understand the expectations for behaviour and follow routines well. Children learn to talk about their feelings. They begin to understand why others may feel a certain way and how they can support their friends to feel happier. Children benefit from caring staff, who know them well and respond quickly when they need support. Children who may face barriers to learning are included fully and receive effective support to help them succeed. All families are welcomed to the setting and encouraged to have regular attendance.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

ensure that all children, including the youngest, consistently benefit from daily, purposeful, outdoor experiences. 10/07/2026

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About this inspection

The inspector spoke with leaders, staff, parents, carers 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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Address:

140 Westcotes Drive Leicester Leicestershire LE3 0QS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Wingfield Nursery Limited

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Address:

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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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