Littlebrook Nursery OaklandsOfsted report card, 5 Aug 2026

Littlebrook Nursery Oaklands

Unique reference number (URN): 2893240 Address: Wick Lane, Englefield Green, Egham, TW20 0XN Type: Childcare on non-domestic premises Registered with Ofsted: 01/06/2026 Registers: EYR Registered person: Littlebrook 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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Achievement Needs attention

Children, including those that face barriers to their learning, are not provided with consistently high-quality learning experiences through a well-considered and ambitious curriculum. Children are not always motivated and encouraged to engage in meaningful learning which sparks their curiosity and interest alongside helping them to build on what they already know and can do. Not all children gain the age-appropriate skills ready for their next stage of learning, including going to school.

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Achievement Needs attention

Children are happy and content in their environment. They seek comfort and support from familiar adults when it is needed. Children link up with each other to share their experiences. Children share back-and-forth communication and are keen to talk about what they enjoy doing at home. They talk about their likes and dislikes. This supports their social and emotional development as they establish positive relationships. Younger children investigate during sensory play and examine technological resources. They are inquisitive and seek to find out more by exploring.

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Behaviour, attitudes and establishing routines Needs attention

Leaders' and staff's expectations of children's behaviours are not implemented well enough to help children to fully understand the rules and boundaries in place. For instance, strategies used to support children as they learn to share resources, such as using timers, are not consistently applied. Inconsistent messages leave some children feeling uncertain about expectations and boundaries. Children are left to continue behaviours that others have been asked not to. In addition, weaknesses in the planned and focused activities have a negative impact on children's attention to learning. For example, activities are not well thought out to incorporate children's interest. At times, children can wander, become disengaged and easily distracted. This does not fully support children to develop consistently high motivation in their learning.

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Behaviour, attitudes and establishing routines Needs attention

Children are supported well as they transition through aspects of the routine. This supports them to understand what is happening next, which helps them to feel safe and secure. Staff are kind and talk to children with respect, offering comfort and support during times when they become upset. Children respond well to staff and follow direction and instruction. Staff offer praise to children when they have made positive choices. This helps children to develop confidence and builds their self-esteem. Mostly, staff notice times when children need support to manage minor conflicts and help them to resolve these peacefully. This helps children learn the important skills needed to build healthy relationships as they begin to understand the feelings of others.

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Curriculum and teaching Needs attention

Leaders recognise that the quality of the curriculum is not effective but have not acted swiftly enough to address weaknesses. The lack of a well-sequenced curriculum limits children's learning experiences. Staff do not have a shared understanding of what they want children

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Urgent improvement

to learn and why it is important. Therefore, some learning can be incidental rather than intentional. There are inconsistencies in teaching and learning across the setting. Children are often left alone while they play without quality interaction to help them build on their knowledge and skills. This means that some children, including those that face barriers to their learning, spend periods of time without engaging in purposeful learning and play that support their overall development and progress.

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Urgent improvement

Staff encourage children to look at books and explore their understanding by asking them questions. Children enjoy singing and talk confidently to staff and one another. This supports their communication, language and early literacy skills. Outdoor activities provide children with opportunities to be active as they move around with confidence and pleasure. Staff support children as they build and construct. For instance, staff help children to build tall towers. They help children recognise the different colours of the bricks and count them as they place them on top of each other. Children listen with interest to what staff tell them and mimic spoken words. This supports children's mathematical awareness as they play and explore.

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Inclusion Needs attention

Leaders and staff do not effectively identify children's needs promptly and accurately, including any emerging or changing needs. These inconsistencies reduce the quality of support children with special educational needs and/or disabilities (SEND) or those who face barriers to their learning receive. Weaknesses in partnership working with parents do not promote consistency in the care and support for all children. Some staff members do not fully understand the details of arrangements and support in place for children to ensure that their individual needs are consistently met. Not all children receive the support they need to help them thrive.

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Inclusion Needs attention

Overall, staff carry out required assessments. They seek further advice and guidance from relevant professionals to help them to support children with SEND in the setting. However, this is not always understood and put in practice. When staff implement appropriate strategies, such as giving children time to process information and share their thoughts, this helps to build children's confidence. Children learn to communicate their needs effectively. Visuals and signs used by staff help children to participate fully in activities. Funding is used to purchase additional resources that provide targeted support. This helps to support development in intended areas.

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Children's welfare and wellbeing Urgent improvement

There are weaknesses in risk assessment processes which place children at potential harm. For instance, weak oversight and leadership does not ensure hazards, such as broken shelters, resources and staff storing items on the children's evacuation cot, are identified and removed promptly. Additionally, leaders have not ensured that daily risk assessments are carried out thoroughly, which means staff miss unsafe objects in the garden while children play. This does not promote children's welfare or help to keep children safe. Leaders and staff do not fully understand the arrangements for intervention that are in place for children, which limits the effectiveness of support they receive. Additionally, leaders and staff do not always gather pertinent information regarding children's health. This means that children's individual needs are not always met. Strategies to share information with parents are inconsistent. For instance, some parents are unaware of who their child's key persons

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Children's welfare and wellbeing Urgent improvement

are and are given limited information by staff regarding support for their child's individual next steps of learning. This does not support continual learning and offer assurance to parents that their children's individual care and learning needs are supported. Staff help children to develop positive foundations to hygiene. For example, they wash their hands before meals and after using the toilet. Children sit well at a table at mealtimes and staff promote good manners.

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Leadership and governance Urgent improvement

The provider does not have an accurate understanding of the quality of the provision. They have not ensured that staff fully understand and implement polices and procedures consistently. Breaches in requirements have a significant impact on children's safety, care and learning. For instance, potential hazards to children's safety have been overlooked. Ineffective key-person arrangements mean that children's learning and care are not tailored to suit their individual needs, including those children with special educational needs and/or disabilities or those who are disadvantaged. Communication with parents and other settings that children attend is ineffective. This negatively impacts on building positive relationships and supporting continuity of care and learning for children. Weaknesses in communication with parents reduce effective collaboration and lead to distrust in those that care for their

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Leadership and governance Urgent improvement

Changes to the staff team and organisation of the setting have created a period of instability and has impacted on staff's morale and their overall wellbeing. Arrangements for professional development, coaching and support of staff are not yet embedded. Steps to improve the quality of the provision have not been acted upon swiftly enough. However, leaders demonstrate a commitment to make the necessary improvements to provide consistency for staff, children and parents and improve the quality of care and educational standards.

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

Children's safety and experiences are compromised because weaknesses in leadership and governance limit the effectiveness of management's oversight. There are insufficient arrangements in place to ensure risks to children are promptly identified and suitably managed. The ineffective key-person arrangements mean that children do not always benefit from a named adult that fully supports their individual needs, which limits the consistency of their care and learning. Leaders have not communicated well enough with parents, which results in weaknesses in partnership working and continual support for care and learning for children.

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

The quality of children's overall education is variable. Leaders have not established a clearly defined curriculum to ensure children's learning is well planned and progressive. This does not support children, including those with special educational needs and/or disabilities, to achieve to the best of their ability. Leaders and staff have appropriate expectations for children's behaviours. However, staff's inconsistent reinforcement of rules does not give children clear messages, which can lead to confusion.

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

On the whole, children enjoy their time at the setting. They are polite, kind and caring. They eagerly explore the outdoor environment and mostly play cooperatively with one another. Children patiently wait their turn to use the apparatus outside. Their patience is praised by staff. Children are confident movers and explore different ways of moving their bodies. For example, children ride bikes around open spaces and skilfully avoid objects. Children develop their fine motor skills as they roll, pat and manipulate play dough.

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

Children attend regularly and demonstrate they have developed friendly relationships with each other and staff members. Leaders have arrangements in place to monitor children's attendance and promote punctuality. Leaders and staff recognise the importance of children establishing secure foundations in routines and learning, which help prepare them for the future.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

take action to implement a rigorous system for risk assessment to ensure hazards are identified and managed effectively and promptly, so that children are not exposed to risks 17/08/2026

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Action Completion Date

implement effective key-person arrangements to ensure all children receive tailored support to ensure their individual needs are met 31/08/2026

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Action Completion Date

improve staff understanding of partnership working and ensure targeted special educational needs and/or disabilities support is consistently implemented to meet each child's individual needs 31/08/2026

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Address:

Wick Lane Englefield Green Egham TW20 0XN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Littlebrook Nursery Limited

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Action Completion Date

ensure staff implement consistent behaviour expectations and boundaries to help children know and understand what is expected of them 31/08/2026

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Action Completion Date

implement secure partnership working with parents to ensure an effective two-way flow of information to meet children's individual needs consistently 31/08/2026

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Action Completion Date

ensure an ambitious, well-structured curriculum is fully implemented and clearly understood by staff 30/09/2026

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About this inspection

The inspector spoke with leaders, staff, parents, children and the special educational needs coordinator 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 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. Register(s): EYR

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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

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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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