Shepperton Organic Day NurseryOfsted report card, 23 Sept 2026

Shepperton Organic Day Nursery

Unique reference number (URN): 2831134 Address: The Old School Building, New Road, Shepperton, TW17 0QQ Type: Childcare on non-domestic premises Registered with Ofsted: 22/01/2025 Registers: EYR Registered person: London Organic Day Nurseries 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

Children, including those with special educational needs and/or disabilities (SEND), make typical progress from their starting points across the areas of learning. This equips them well for the next stage of their learning, including their move to the next room within the nursery, and ultimately to school. Children demonstrate positive attitudes towards learning and remain engaged in activities for extended periods.

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Achievement Expected standard

Children develop independence and physical skills as they grow. Younger children are supported to feed themselves at mealtimes with increasing control using a spoon, while older children lay tables, hand out plates and cutlery, and manage their personal care.

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Achievement Expected standard

Regular stories and songs strengthen children's vocabulary, listening and understanding. Consequently, children are confident talkers who form supportive friendships with their peers. They communicate their ideas clearly and engage in meaningful conversations. Children with SEND begin to show increased social confidence and assurance with familiar routines.

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Behaviour, attitudes and establishing routines Expected standard

Leaders create a positive and nurturing environment where children generally understand routines and expectations. Consistent daily structures help children to feel secure and enable them to engage positively in learning and play. Mixed groupings of children and staff deployment support children's individual developmental needs effectively, particularly for children with special educational needs and/or disabilities. Children move confidently through the day because staff provide clear guidance and support. Staff specifically teach skills including self-control and turn-taking, using visual supports such as sand timers. These strategies help children develop patience, resilience and positive social interactions. Relationships between staff and children are warm and respectful. Staff model kindness and encourage children to cooperate, share and support one another. The youngest children learn to interact positively with their peers and take turns when playing together with

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes towards their learning. They engage enthusiastically in activities, make choices independently and participate in adult-led and child-initiated experiences. Staff use praise effectively to reinforce positive behaviour and encourage children's confidence and engagement. Leaders work closely with families to establish routines that support children's attendance, wellbeing and learning. Staff also adapt their approaches to meet children's individual developmental needs. They ensure expectations remain appropriate and achievable. Children behave well, understand expectations and typically demonstrate positive attitudes to learning.

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Children's welfare and wellbeing Expected standard

Leaders have established inclusive practices that ensure children who face barriers to learning or wellbeing receive appropriate support. Effective partnership working with families and professionals helps practitioners to understand children's circumstances and respond effectively. Although leaders identify minor improvements to further strengthen consistency in practice, children's welfare needs are met effectively. Children experience consistent routines that support their welfare and wellbeing. They enjoy relaxed snack and mealtimes, where they talk with staff about the food they are eating. Children have healthy, home- cooked organic foods and are introduced to a varied diet. At mealtimes, children self-serve their food and drink and use cutlery independently. Staff promote children's safety by encouraging them to sit properly at tables. They guide younger children to climb steps carefully to the sink, so they wash their hands safely. Younger children follow a calm nap

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Children's welfare and wellbeing Expected standard

routine, supported by a dedicated staff member. Safer sleep requirements are followed rigorously.

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Children's welfare and wellbeing Expected standard

Children have access to a large outdoor area, which has dedicated space for exploring nature and growing vegetables. Having regular access to the outdoors supports children's wellbeing and emotional health. Staff steadily build children's confidence in managing feelings through guidance. For example, they offer children a hug when they are upset. This calm and caring support helps children to regulate their emotions.

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Curriculum and teaching Expected standard

Leaders and staff implement a curriculum that overall supports all children, including those with special educational needs and/or disabilities, to make secure progress. Staff use assessment information to plan experiences that build on what children know and can do. They carefully consider what children like and their next steps in learning to plan for their continued development. For example, they provide a range of accessories to go with the dolls in the role play area to encourage opportunities for children to develop conversational skills. There is a sharp focus on developing communication and language through regular sharing of stories and singing familiar nursery rhymes.

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Curriculum and teaching Expected standard

Staff interactions are generally effective in supporting children's learning. They speak to children about what they are doing and engage in children's play. There are times, however, when staff do not take advantage of opportunities to extend older children's knowledge to the next level. When children show a particular interest in an activity, staff do not always follow this interest in the moment to build on children's existing knowledge. For example, staff enthusiastically join in when filling different containers with water, but they do not consistently extend children's thinking by posing challenges that encourage them to investigate further. This impacts children's opportunities to broaden vocabulary and deepen their early mathematical understanding.

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Inclusion Expected standard

Leaders and staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND). They provide an inclusive environment where children, including those with SEND, access the curriculum alongside their peers and make good progress. Children are assessed during their settling-in period to establish their starting points to identify next steps. Ongoing assessments identify where children need further support. Leaders and staff work with professionals to help reduce the barriers to learning. For example, staff work with the local authority SEND team and speech and language therapists to share strategies to support children's next steps. They implement advice and review adaptations with parents to check their impact. Staff know children well and typically adapt teaching and routines effectively to meet individual needs. For example, staff use simple sign language and visual prompts to help children with communication

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Inclusion Expected standard

needs express themselves and communicate with others.

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Inclusion Expected standard

Leaders are secure in their knowledge on how to use any additional funding to support children, such as early years pupil premium. Although they do not currently have any children eligible for this, they understand how it could be used to enhance children's learning and development by providing additional resources or targeted support to build on their knowledge, skills and life experiences. This shows readiness to respond effectively to the needs of disadvantaged children.

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Leadership and governance Expected standard

Leaders are reflective about the nursery and identify strengths and areas that require improvement. They conduct regular staff supervision meetings, monitor staff wellbeing and consider workload. Staff report that they feel valued, listened to and supported, which contributes to consistent care and learning for children. Leaders have developed an induction and recruitment procedure that ensures staff working with children are suitable. This includes mandatory training, such as first aid and safeguarding. Leaders identify individual training needs and provide support for staff to obtain professional qualifications. This supports staff to strengthen their practice. However, at times, leaders do not always ensure that professional development is sufficiently strategic, and this has not fully addressed minor inconsistencies in the quality of teaching.

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Leadership and governance Expected standard

Leaders work closely with parents and external professionals to secure targeted support and access funding, make referrals and support the needs of all children, including those who face barriers to their learning, such as those with special educational needs and/or disabilities. They prioritise inclusion and take purposeful action to reduce barriers to learning. Parents comment positively on the nursery and its leaders. They feel very well informed about their children's progress and feel their children have made progress from their starting points. They comment on the nursery's open-door policy and how they feel valued and listened to.

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

Children enjoy their time at nursery. They arrive happy and ready to start their day. Children form secure attachments with staff and, as such, they interact easily with them. They typically show positive behaviour as they confidently express their thoughts and ideas. Children have many opportunities to spend time with other children and staff from across the whole nursery. This enables them to readily accept support from all members of staff, as well as their assigned key person.

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

All children, including the very youngest and those who have special educational needs and/or disabilities (SEND), are supported to communicate their wants and needs in several ways. For example, staff support children to build on their range of words through a variety of activities, such as talking to children during their play and reading stories together. Children also use visual prompts, such as objects, to communicate which song they would like to sing next. This ensures that all children are able to have their voices heard and listened to.

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

Children enjoy a language-rich environment, sharing stories, songs, conversations and focused activities that help to develop vocabulary and their listening and attention skills. Children become increasingly independent in managing self-care tasks and taking part in the daily routines. Children enjoy social mealtimes together. They lay the tables, serve themselves and try new foods.

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

Children who need additional support in their learning are generally quickly identified as staff know the children well. Strategies are put into place to narrow the gap in learning and support children to reach their potential. Children, including those with SEND, make good progress from their starting points.

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

Parents speak positively about the experiences and support their children receive. Leaders promote regular attendance and work with parents to help children gain the most from their time at the setting.

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Next steps

Leaders should strengthen staff interactions to consistently extend children's language, thinking and learning. Leaders should improve support, coaching and training to develop staff's skills and confidence in the teaching of mathematics. Leaders should support staff to enhance their practice further to consistently recognise opportunities to extend children's learning.

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About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

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Address:

The Old School Building New Road Shepperton TW17 0QQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: London Organic Day Nurseries 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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1 to 3

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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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

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

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