Nutfield Nursery (Surrey) Limited

Nutfield Nursery (Surrey) Limited

Unique reference number (URN): 2832408 Address: Nutfield Day Nursery, Church Hill, Surrey, RH1 4JA Type: Childcare on non-domestic premises Registered with Ofsted: 20/03/2025 Registers: EYR Registered person: Nutfield Nursery (Surrey) 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 make significant progress in all areas of learning. They receive consistent support that helps them develop their speech and language skills effectively. This approach includes introducing key vocabulary in the children's home languages, ensuring that those who speak English as an additional language can fully engage with the curriculum. Numerous opportunities are provided for children to cultivate and enhance their independence, which prepares them well for the next stage of their education. For instance, all children are taught to access their own water bottles. Younger children have photos on their bottles, while older children learn to recognise their names.

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Achievement Strong standard

Children are well equipped for transitions to the next phase of their education, whether that involves moving to a different room within the nursery or progressing to school. For example, children spend time in their upcoming nursery room to familiarise themselves with the environment and the staff who will care for them. Those making the transition to school benefit from meeting their future teacher in the nursery setting, where they can share their unique learning experiences. This support is particularly valuable for children with special educational needs and/or disabilities and those who might encounter barriers to their learning or wellbeing, ensuring they are securely prepared to move confidently on to the next stage of their educational journey.

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Behaviour, attitudes and establishing routines Strong standard

Leaders establish high expectations for the behaviour of all children, adapting these standards to accommodate their diverse ages and needs within the setting. This approach ensures that children who require additional support, including disadvantaged children, those with special educational needs and/or disabilities and those facing other barriers to their learning or wellbeing, are able to thrive. These expectations are communicated clearly to staff and parents, ensuring consistency in practice. The atmosphere in the setting is calm and harmonious, with children showing respect for staff and their peers. They display exemplary behaviour and kindness towards one another, working collaboratively on tasks and demonstrating impeccable table manners.

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Behaviour, attitudes and establishing routines Strong standard

Staff serve as excellent role models, readily praising children for their achievements and positive behaviour, thereby fostering a secure emotional environment conducive to play and learning. Routines are deeply ingrained in daily practice, and children instinctively adhere to the setting's rules and boundaries. They approach learning with positive attitudes and develop resilience by managing risks during play, such as climbing trees and using tools to successfully break ice.

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Behaviour, attitudes and establishing routines Strong standard

The partnership with parents is highly effective, with staff engaging them to gather important information about children's individual routines. This is especially beneficial for the youngest children, ensuring their feeding and sleeping schedules are maintained. Leaders have established robust policies to promote and monitor attendance, ensuring that children remain safe and fully benefit from the educational experiences available to them.

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Children's welfare and wellbeing Strong standard

Leaders implement comprehensive policies that are routinely reviewed and adjusted to prioritise the welfare and wellbeing of all children. The staff have a thorough understanding of each child, fostering excellent relationships with them and their families. This connection begins with home visits, which help ease children's transitions into nursery. Staff are sensitive to each child's unique needs and circumstances, tailoring their approach as required. Children develop secure attachments with their key person, which enhances their wellbeing and sense of belonging. This proactive approach ensures that the needs of all children are addressed, particularly those with special educational needs and/or disabilities, as well as those who may encounter other barriers to learning or wellbeing.

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Children's welfare and wellbeing Strong standard

Well-established routines are integrated into practice to support both the physical health and emotional wellbeing of the children. For instance, children are provided with numerous opportunities to be active and enhance their physical skills by fully utilising the expansive outdoor play area.

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Children's welfare and wellbeing Strong standard

At mealtimes, children are provided with nutritious food while staff educate them about different food groups, enabling them to make healthy choices. The staff also encourage independence by allowing children to serve themselves and pour their own drinks. Furthermore, children learn to manage their personal care by practising handwashing, using mirrors when washing their faces and applying sun cream. Through effective teaching, children gain a solid understanding of safety. For instance, older children understand the importance of wearing hats when playing in the field. As a result, children develop confidence in their self-care skills and regularly make healthy choices and decisions.

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Curriculum and teaching Strong standard

Leaders consistently design and deliver a high-quality curriculum that centres on outdoor experiences and promotes independence in children's learning. Each age group has its own dedicated outdoor learning area, thoughtfully designed to meet the diverse needs and abilities of every child. For example, babies can explore independently in a spacious sandpit and plant seeds, while toddlers actively use tools to break ice and investigate natural materials. Older children enjoy mixing chalk with water and using sticks to practise their mark-making skills. All activities and experiences are meticulously tailored to cater to the individual needs of each child, ensuring that those with special educational needs and/or disabilities, as well as those who may encounter other barriers to their learning or wellbeing, are included and able to make effective progress.

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Curriculum and teaching Strong standard

Throughout the nursery, staff read stories to the children using animated voices that help to capture their attention and engagement. They encourage participation by asking questions and fostering meaningful discussions, which supports the development of early literacy skills.

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Curriculum and teaching Strong standard

Staff provide highly effective speech and language support to improve children's communication abilities. For instance, in the baby room, staff consistently introduce and repeat key words to enhance the children's vocabulary. During various activities, they stimulate toddlers' critical thinking by asking questions about the sensations of ice, encouraging a deeper understanding. Older children take pleasure in conversing with staff and recalling their learning, including discussions about the life cycle of a butterfly and the construction of bug hotels.

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Inclusion Strong standard

Robust systems are established to identify children with special educational needs and/or disabilities, as well as those who may encounter other barriers to learning. For instance, staff utilise assessments, including the progress check at age 2 and a speech and language tool, to monitor children's development and pinpoint any gaps in their learning. Leaders maintain high expectations for these children and swiftly implement plans to provide support, effectively reducing barriers to learning.

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Inclusion Strong standard

Continuous monitoring of children's development is facilitated through an ongoing cycle of assessment and progress reviews. Staff employ highly effective strategies and tailor activities to cater to each child's individual needs, ensuring they benefit from opportunities and experiences essential for developing the skills required for future education.

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Inclusion Strong standard

Leaders collaborate closely with other professionals and their local authority to provide specialist support. Additionally, they have established a highly effective support system through their own special educational needs coordinator. Consequently, children receive targeted support that enables them to achieve the best possible progress.

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Inclusion Strong standard

When available, leaders use extra funding, such as the early years pupil premium, to provide resources or experiences tailored to meet children's individual needs. This ensures that all children have the opportunity to make significant progress.

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Leadership and governance Strong standard

Leaders have developed a clear plan for the ongoing enhancement of their environment, aimed at providing enriching experiences that support children's learning and development. This plan encompasses initiatives such as growing vegetables and creating a cooking area for children. The leaders and staff are dedicated to ensuring excellence for every child.

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Leadership and governance Strong standard

A culture of high expectations and professionalism is firmly established in the setting. For example, staff participate in training to deliver wonderful learning experiences, taking on roles such as forest school leaders and mathematics champions. Leaders implement a continuous improvement cycle that includes regular staff supervision and performance feedback, focused on enhancing staff knowledge and skills. As a result, there is a significant positive impact on the quality of provision and the practice of practitioners.

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Leadership and governance Strong standard

Excellent measures are in place to promote staff wellbeing, ensuring manageable workloads and fostering a sense of appreciation in their roles. Consequently, the staff team is motivated and takes great pride in its unique provision.

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Leadership and governance Strong standard

Leaders collaborate closely with other professionals and their wider support team within the group to uphold high standards and strive for excellence. This collaboration is particularly advantageous in ensuring that children facing barriers or gaps in their learning make significant progress. Partnerships with parents are highly effective, especially during transition periods, such as moving rooms or starting at a new school. This ensures that children are well prepared for the next stage of their education. Leaders provide a designated, comfortable space for staff to meet with parents and share regular updates on their child's development and progress. Feedback from parents is overwhelmingly positive, highlighting the excellent care provided by the leaders and staff.

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

Children are happy and content, thoroughly enjoying their exploration of outdoor spaces. The ethos surrounding outdoor learning is robust, providing children with fantastic opportunities to play, eat, and sleep outside. The environment provides forest school experiences where children learn essential safety rules and boundaries. For example, they are taught how to enter the fire circle safely and how to use tools with mindfulness and respect for those around them.

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

Promoting independence among all children is a key focus of the curriculum, which is carefully tailored to accommodate various age groups and abilities. This approach ensures that every child, especially those with special educational needs and/or disabilities, as well as those facing other barriers to their learning, can make secure progress.

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

Throughout the nursery, children engage enthusiastically in outdoor play. Babies confidently explore their surroundings, with furniture and equipment arranged to allow them to pull themselves up and cruise around, aiding their physical development. Toddlers play cooperatively, assisting one another with tasks such as filling wheelbarrows with resources. Pre-school children learn to assess and manage risks, relishing activities that involve climbing and jumping from low trees.

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

Additionally, children exhibit excellent behaviour and enjoy engaging with staff, having formed secure relationships with them. During activities, they work together with friends. For example, while one child holds the hammock, others climb on.

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

Children throughout the nursery benefit greatly from reading books and listening to stories. A lending library enables them to borrow books to share with their parents at home.

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

Partnerships with parents are highly valued. Staff take the time to build secure connections with children and their families, including visiting homes to ease the transition into nursery. Parents have dedicated spaces for meetings with staff, fostering effective communication.

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Address:

Nutfield Day Nursery Church Hill Surrey RH1 4JA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Nutfield Nursery (Surrey) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00 Leaders have implemented comprehensive procedures to promote and monitor children's attendance.

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Next steps

The provider should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences for children who may face barriers to their learning.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, 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. Local authority: Surrey

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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. 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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