Small World Nursery Ltd

Small World Nursery Ltd

Unique reference number (URN): 133393 Address: 89 Bagley Wood Road, Kennington, Oxford, Oxfordshire, OX1 5NA Type: Childcare on non-domestic premises Registered with Ofsted: 01/06/1990 Registers: EYR, CCR, VCR Registered person: Small World Nursery Ltd

p.1

Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. Recruitment arrangements are not secure. Systems to ensure staff's suitability to work with children are not secure, and appropriate checks are not completed in a timely manner. Leaders are unaware when students require disclosure barring service (DBS) checks, and staff who have been working in the setting for some time did not have a suitable DBS check in place at the start of employment.

p.2

Safeguarding standards not met

Those responsible for safeguarding, and some staff, do not have the required safeguarding knowledge to be able to recognise when children may be at risk of harm or abuse. This includes a lack of understanding of safeguarding agencies they should escalate concerns to. In addition, staff are not aware of local safeguarding issues that may impact families and children who attend. This means staff are not well supported to recognise possible risks to children.

p.2

How we evaluate safeguarding

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

p.2

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.

p.2

Achievement Needs attention

Children do not all make the progress that they are capable of, based on their starting points. This includes children with special educational needs and/or disabilities and those with other barriers to their learning. They do not consistently develop new skills or knowledge or build on what they already know and can do. Although babies enjoy singing and listening to stories, other children do not develop their vocabularies as effectively as possible to support their language skills.

p.2

Achievement Needs attention

Generally, children are happy and build relationships with staff and their peers. They express their needs and share their ideas. At times, children do not understand the expectations of their behaviour. This has an impact on how well they engage in activities and develop skills, such as putting on their shoes and coats, to promote their ongoing independence.

p.2

Curriculum and teaching Needs attention

The curriculum is not implemented effectively to ensure that children are receiving sufficient, or consistent, learning experiences. A lack of interactions from staff means that children do not receive the support they need to consistently gain new knowledge and skills to extend

p.2

Urgent improvement

their learning and development. However, children express their needs and interact with their friends as they play. Babies enjoy regular singing and story times that help them to develop new vocabulary. They develop and extend their physical skills as they use equipment to pull themselves up and to climb. Older children enjoy outdoor play, in particular imaginative play in the pretend kitchen as they make drinks for staff. They negotiate space and obstacles while riding wheeled toys. However, staff mainly supervise rather than extending children's play during the times spent outside. This does not adequately reflect the needs of those who prefer to learn outside.

p.3

Urgent improvement

Indoors, children take part in some planned activities. For example, they enjoy cooking activities on a regular basis, helping to prepare food, such as savoury scones, for all children to eat. However, while staff provide instructions, they do not use their interactions well enough to build on children's interest to extend their learning. In addition, staff do not always have a clear understanding of the intended learning for some activities. This means that children's learning is not sufficiently sequenced and coordinated. This has a direct impact on what children are able to achieve.

p.3

Urgent improvement

Children are confident and engage well in their chosen games and activities. Older children show independence and concentration within familiar Montessori activities. While children play, staff encourage them to count, supporting their early mathematical understanding. Older children excitedly point to the globe and identify where England is, showing how a recent activity has sparked their curiosity and supported their developing knowledge of the wider world.

p.3

Behaviour, attitudes and establishing routines Urgent improvement

Staff do not support children to develop positive attitudes to learning. They do not identify when children are showing an interest in what is happening around them and do not make use of opportunities to extend children's knowledge and curiosity. A lack of clear instructions for children means they do not benefit from all activities or understand the expectations of the setting. During times in the day, particularly when children are transitioning to other areas, behaviour deteriorates. In addition, staff do not explain to children why they should not be behaving in a certain way. This does not ensure that children receive the support they need to understand what is expected or ensure they behave in a way that keeps themselves and others safe.

p.3

Behaviour, attitudes and establishing routines Urgent improvement

The key-person system is not fully effective and staff do not recognise barriers to children's learning. This means appropriate support is not put in place to support all children. In addition, staff do not use information about children's cultures and backgrounds to plan activities. This does not support children to build a strong sense of personal identity and understand what makes them unique.

p.3

Children's welfare and wellbeing Urgent improvement

Significant weaknesses in supervision compromise children's safety. In particular, at mealtimes, staff do not follow safe eating guidelines or requirements. As children eat, staff turn their backs or complete other tasks. This lack of supervision does not protect children from the risk of choking.

p.4

Children's welfare and wellbeing Urgent improvement

Staff gather information from parents when children first start and use this to reflect babies' home routines. For example, staff follow sleep routines, providing children with consistency and a feeling of security. However, leaders do not ensure that the staffing arrangements for babies meet the required levels with regard to qualifications and experience.

p.4

Children's welfare and wellbeing Urgent improvement

Leaders have not ensured that staff understand and manage children's behaviour in an appropriate way. This does not support children's emotional wellbeing or provide them with explanations on how to recognise and manage their emotions.

p.4

Children's welfare and wellbeing Urgent improvement

Staff provide children with opportunities to develop their physical skills. Children enjoy exploring and playing in the garden. They laugh as they chase and pop bubbles with their friends. Staff sing and dance, and children learn new ways to move as they follow actions. Staff support children to understand the importance of oral hygiene and looking after their teeth.

p.4

Inclusion Urgent improvement

The arrangements to ensure that all children are fully included are not effective. Although leaders and staff have some understanding of the support needed for children with special educational needs and/or disabilities, this is not consistent. When concerns are identified, staff work with other agencies to support children to make progress. For example, additional strategies are put in place to help children with delays to their communication and language to make progress. However, staff do not recognise or identify when there are other barriers to children's learning, such as changes in their home lives. Staff do not adapt their interactions to meet children's individual needs or enable them to socialise with their peers. Consequently, gaps in learning and development widen over time. This does not help staff to put the appropriate plans in place to help children make the progress they are capable of.

p.4

Inclusion Urgent improvement

Leaders are not clear on additional funding and what this is used for. This does not ensure that children benefit from the financial support they are entitled to.

p.4

Leadership and governance Urgent improvement

Leaders have not ensured that staff have the appropriate checks in place to confirm they are suitable to work with children. This does not promote children's safety. Leaders do not have effective oversight of staff practice and, as such, have not identified areas of weaknesses or when the early foundation stage requirements are not being met. Staff do not have the specialist training needed to care for children under 2 years.

p.4

Leadership and governance Urgent improvement

Staff do not have regular supervision meetings to provide them with support for their wellbeing and identify learning needs. They do not have the opportunity to discuss their key children or to raise any concerns they may have. There is a lack of training opportunities for staff. This does not support their continuous professional development or ensure they support children effectively. This has a direct impact on the care and teaching received by children.

p.4

Leadership and governance Urgent improvement

Leaders do not have effective oversight of staff practice. They do not identify inconsistency in teaching or weak interactions across the rooms. As a result, children do not benefit from high-quality interactions. In addition, leaders have not identified inappropriate behaviour management techniques that do not support children to understand expectations or promote positive interactions between staff and children.

p.5

Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

p.5

Register

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

p.5

Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

p.5

Register

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

p.5

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

Breaches to the early years foundation stage statutory requirements impact on children's wellbeing and safety. Arrangements to help keep children safe are not robust. For example, appropriate checks are not completed to ensure staff are suitable to work with children. Children have varied experiences at this setting. Weaknesses in the curriculum and teaching impact on children's overall progress. Children's learning is not always challenged to help them make the progress they are capable of as staff are not always clear on the intent of each activity. Some staff do not recognise when young children are provided with tasks that are too challenging for them.

p.6

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

Children do not receive clear instructions as to what is happening next. In addition, staff do not explain to children the impact their actions can have on themselves and on others. Some parts of the daily routine, such as when moving into the garden, become disruptive and chaotic as they are not well organised. This does not help children to understand how they are expected to behave. Although staff recognise when children have special educational needs and/or disabilities, they do not understand or recognise other barriers to children's learning. This means that appropriate support is not introduced for children and their emotional wellbeing.

p.6

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

Generally, children leave their parents easily and arrive with enthusiasm, keen to engage in activities. Staff build secure relationships with children. Generally, staff know children's interests and follow these when supporting them in their play. However, at times, there is a lack of interaction from staff. They do not consistently offer experiences to challenge children's learning further. In general, older children engage well in activities. Younger children happily join in with singing and dancing, laughing as they move in different ways. Some older children are beginning to build relationships with their peers. They race on bikes in the garden and sit together playing games.

p.6

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

Leaders support parents to understand the importance of regular attendance and routines and the impact this has on children's development and wellbeing. They ensure that any non- attendance is followed up to ensure children's safety and welfare.

p.6

Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

p.6

Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

p.6

Action Completion Date

ensure that all staff have the required checks in place to ensure they are suitable to work with children 19/06/2026

p.6

Action Completion Date

ensure that all staff have the secure safeguarding knowledge they need to keep children safe 19/06/2026

p.7

Action Completion Date

ensure that children are within sight and hearing at all times when eating 19/06/2026

p.7

Action Completion Date

ensure that arrangements to promote children's positive behaviour are understood and consistently implemented by staff 19/06/2026

p.7

Action Completion Date

implement effective arrangements to ensure that the needs of all children with special educational needs and/or disabilities and those with barriers to their learning are understood and supported by staff 19/06/2026

p.7

Action Completion Date

ensure that staff have regular supervisions and receive the support and coaching they need to continually develop their practice 19/06/2026

p.7

Action Completion Date

ensure that staff working in the baby room have received training that specifically addresses the care of babies 19/06/2026

p.7

Action Completion Date

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

p.7

Action Completion Date

devise and implement an ambitious and varied curriculum that covers all areas of learning and that considers children who prefer to learn outdoors. 19/06/2026

p.7

About this inspection

The inspectors spoke with leaders, practitioners, the special educational needs coordinator and parents during the inspection.

p.7

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.

p.7

About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information

p.7

Address:

89 Bagley Wood Road Kennington Oxford Oxfordshire OX1 5NA

p.8

Address:

Type: Childcare on non-domestic premises

p.8

Address:

Registered person: Small World Nursery Ltd

p.8

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.8

Facts and figures used on inspection

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

p.8

Exceptional

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

p.9

Strong standard

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

p.9

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.

p.9

Needs attention

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

p.9

Urgent improvement

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

p.9

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.

p.9

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 .

p.9

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

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

p.10