Station House Nursery

Station House Nursery

Unique reference number (URN): 2860978 Address: Orckid Design & Marketing Ltd, The Old Station, Moor Lane, Staines-upon-thames, TW18 4BB Type: Childcare on non-domestic premises Registered with Ofsted: 22/09/2025 Registers: EYR, CCR Registered person: Tinies U.K. 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 Expected standard

Typically, children make steady progress from their starting points and develop the knowledge they need for future learning, including children with special educational needs and/or disabilities. Children develop their language and communication skills. Babies babble and wiggle their bodies to familiar nursery rhymes. Older children are articulate and have meaningful conversations as they play. Children demonstrate their mathematical knowledge as they count in their play. They develop their awareness of size and space as they create bridges to climb from the crates and wooden panels. Children develop their physical skills and have plenty of opportunities to practise using both their small and large muscles. They balance and learn to ride small bikes. Children scoop gulp with their hands and use spoons to create mixtures from water and cornflour.

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Achievement Expected standard

Children are becoming increasingly independent in their self-care skills and generally understand the routines of the nursery. They wash their hands before and after mealtimes and ensure they have regular drinks of water. Older children confidently serve their food and pour their own drinks, this helps them develop healthy habits for later life. Children are growing in confidence and ready for their next stage of education.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff generally create a calm environment, where children are settled and enjoy their learning. Children learn to be kind and considerate. For instance, they set their friend's mealtime place in readiness to sit for lunch. Staff take the time to get to know the children and their families. This helps staff follow babies' care and sleep routines from home. Staff are responsive to new starters needs, this helps children settle in their new environment.

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Behaviour, attitudes and establishing routines Expected standard

Children generally understand the routines of the nursery. Older children know what is expected of them at mealtimes as they wash their hands and help set the table. However, at times, particularly during transitions in the younger rooms, children are less clear about expectations. For example, when lunch routines take longer to organise, some children continue to play and are unsure whether to wash their hands to prepare for mealtimes. This can lead to moments of disorganisation. However, children typically respond positively once routines are re-established and expectations are clarified.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor children's attendance and share their expectations with parents. This helps keep children safe and also supports children in readiness for their eventual move to school.

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Children's welfare and wellbeing Expected standard

Leaders have created a nurturing and welcoming nursery for all children, including those who face barriers to learning. Staff have a secure understanding of the key-person approach and how this supports children's emotional wellbeing. They are kind and warm in their interactions. Staff quickly recognise when younger children need time to regulate their emotions. They ensure they spend time with their key children and are close by, particularly when new children start at the nursery. This helps babies and children feel safe and secure.

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Children's welfare and wellbeing Expected standard

Children learn breathing techniques as part of their daily activities, this helps them develop strategies to self-regulate, if they become a little overwhelmed. Staff help children to learn to share and talk about how others may feel. This helps children develop an understanding of their emotions and those of others.

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Children's welfare and wellbeing Expected standard

Leaders promote children's physical development to build on their next steps of learning. Staff help babies to learn to pull themselves up, developing their core strengthen for later walking. Older children develop their hand muscles for later writing as they paint on large easels. Children who require additional support, including those with special educational needs and/or disabilities, typically receive individualised approaches to meet their individual needs.

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Curriculum and teaching Expected standard

Leaders provide a broad curriculum that fosters children's learning and development across all areas of learning. Staff typically use observations of children's learning to plan for children's next steps. Mostly, staff adapt their teaching to meet children's individual needs, including those with special educational needs and/or disabilities or children who may face barriers to their learning.

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Curriculum and teaching Expected standard

Staff support children's communication and language well. They encourage children to choose their favourite stories to read, and younger children develop their vocabulary as staff narrate alongside their play, as they learn how to care for the baby dolls. Older children are articulate in their speech and talk confidently as they develop their conversations with staff. Staff generally use interactions well to support children's learning. In some planned activities, they use questioning to extend children's learning. However, this quality of interaction is not always consistent across the nursery. As a result, at times, some staff do not consistently maximise opportunities to deepen and extend children's learning further.

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Curriculum and teaching Expected standard

Children develop their counting throughout their play. Staff extend this to when children access the outdoor environment as they count how many pretend fish they have caught in their small nets. Staff ensure children have daily access to develop their physical skills and further their knowledge of the benefits of healthy foods.

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Inclusion Expected standard

Leaders and staff typically include all children, including those who face barriers to their learning and those with special educational needs and/or disabilities. They work alongside parents and external agencies to identify appropriate support. This ensures that children generally access an inclusive learning environment.

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Inclusion Expected standard

Leaders have support plans in place that are regularly reviewed to ensure they are the right targets for each child. This generally helps to improve the outcomes for all children through early intervention and reducing barriers to their learning. Although staff know the children well they do not consistently use identified strategies to help children build on what they can do and already know. This means children do not have targeted leaning in place to continue their learning and development.

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Inclusion Expected standard

Leaders use a step-by-step approach and know how to access any funding children may be eligible for and how it will be utilised to have the most impact in response to children's individual development and learning needs. For example, leaders have identified training for staff to develop their skills in sign language. Leaders demonstrates a clear commitment to creating an inclusive environment for all children to develop their skills in readiness for their eventual move to school.

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Leadership and governance Expected standard

Leaders maintain a clear focus on communication and language and inclusion in the nursery. They are highly reflective and committed to ensuring that all children access a curriculum that is ambitious and broad. Leaders ensure that children who need support are swiftly identified, including those with special educational needs and/or disabilities. Staff typically plan effectively for children's learning and development needs. However, the strategies staff use to support children's next steps in learning are sometimes inconsistent in children's play.

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Leadership and governance Expected standard

Leaders prioritise staff's wellbeing by providing staff with professional development opportunities that help them to develop their practice. They ensure that any staff who are training have additional time to complete course work. Leaders are aware of how staff can become overwhelmed with assessments and paperwork. They ensure that they have regular feedback meetings and supervision to identify any concerns. As a result, staff report feeling supported and confident in their roles. Leaders plan training to keep staff up to date with mandatory changes in the early years foundation stage. For example, staff have recently reviewed their understanding of safer sleeping practice. This helps keep children safe.

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Leadership and governance Expected standard

Leaders have developed secure relationships with parents. Parents praise all staff for the care they provide to their children. They comment on how their children have quickly settled in the nursery and that the regular communication helps them to support their children's learning at home.

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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 are happy and settled in this warm and friendly nursery. Babies separate from their parents with ease as they are met in the morning by their familiar person. From the outset, staff take the time to get to know the children and their families. As such, babies benefit from their care routines that are the same at home. Staff ensure that children have their comforters nearby when they are settling in, if needed. They are responsive and sensitive to the needs of the children they care for. As such, children demonstrate that they feel safe and secure.

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

Babies show curiosity as they crawl and explore the well-planned sensory environment, as they reach out and grasp various items. Older children skilfully build an obstacle course from crates and wooden planks. They work together with their friend as they carry the items and problem solve where to place the items. Children are developing their muscle groups for later learning and are making early friendships as they play. Children thoroughly enjoy creating mud cakes as they mix and transfer soil in a mud kitchen. They develop their imaginations in their play and early mathematics as they predict and count how many more scoops they need for their recipe.

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

Typically all children, including children with special educational needs and/or disabilities, make progress in their learning and development. Babies repeat simple sounds and wiggle to familiar songs, toddler learn new words as they care and feed their dolls, older children have ongoing conversations with the staff, who narrate as they play. Across the nursery, children show a love of stories. Children are becoming confident communicators.

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Address:

Orckid Design & Marketing Ltd Children behave well. They play alongside each other and are kind at mealtimes. Older children help set the dinner table for their friends and pour their water. Younger children mostly benefit from the daily routines that support their growing independence. They know to wash their hands before mealtimes, and babies are learning to feed themselves. This helps children gain their confidence in their own skills.

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Address:

Children feel valued at this nursery. They often invite staff into their play, who praise children for their achievements. This helps children to feel valued and supports their wellbeing. All children typically develop the knowledge, skills and independence they need for the next stage in their learning.

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Address:

Leaders promote attendance effectively and help families understand the importance of being ready to learn each day. This promotes positive working relationships with parents, when children start at the nursery.

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Next steps

Leaders should strengthen transitions at mealtimes so they are consistently well organised, so that children benefit from the planned learning at these times. Leaders should develop staff's skills and knowledge to enable them to all consistently implement identified strategies to further support children's learning and development, in particular children who may face barriers to their learning.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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. The Old Station, Moor Lane Staines-upon-thames TW18 4BB Type: Childcare on non-domestic premises

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About this inspection

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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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

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

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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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