CareLoveLearn at St Oswald'sOfsted report card, 17 Sept 2026

CareLoveLearn at St Oswald's

Unique reference number (URN): 2802129 Address: St. Oswalds Primary School, Council Avenue, Ashton-in-makerfield, Wigan, WN4 9AZ Type: Childcare on non-domestic premises Registered with Ofsted: 07/08/2024 Registers: EYR, CCR, VCR Registered person: CareLoveLearn Childcare 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 form close relationships with their key person and their peers. They know who to go to for comfort, which helps them to feel self-assured and confident. They learn about emotions and how to talk about their feelings. Overall, children are well prepared for the next stages in their learning. They make progress from their starting points, regardless of any special educational needs and/or disabilities or barriers to learning. Where gaps are identified in children's development, leaders ensure that these are addressed promptly.

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Achievement Expected standard

Children typically benefit from a range of activities where they can build on what they already know and can do. As such, most children develop the skills they need to move their learning forward. Children engage well in activities. They receive opportunities to share stories and songs with their key person, who narrates their play and helps them to learn new vocabulary. Children have daily access to the outdoors and opportunities to develop their physical skills, where they can practise rolling, climbing and jumping.

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Behaviour, attitudes and establishing routines Expected standard

Children are very settled and happy. Leaders emphasise the importance of positive behaviour management. Children quickly learn what is expected of them and the rules and boundaries of the setting. Children are starting to build positive relationships with staff and are comfortable with them. Leaders have high expectations for behaviour. They model positive behaviour, including manners and positive interactions. They identify where children may need support with behaviour and reminders of the rules. Children are engaged in routines. Staff use a tambourine to help signal when it is time to tidy up and encourage children to join in. They know the routines already and are aware of what is coming next.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff monitor and promote attendance and punctuality. They work with parents to help them understand the importance of children attending regularly and the benefits of this for their learning and development. Leaders and staff support children to develop a positive attitude to learning and support them in exploring feelings and emotions. Children learn how to express when they are happy, sad or angry, and staff support them in acknowledging these feelings.

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Children's welfare and wellbeing Expected standard

Children are supported well and form secure attachments to their key person. Children are happy, safe and secure and know who to go to for support and comfort. They are reassured by familiar adults, and the key-person system is well embedded. Leaders work closely with parents to help promote children's welfare and wellbeing. They provide information to parents about the importance of minimising screen time and the effect of this on children.

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Children's welfare and wellbeing Expected standard

Leaders and staff promote the importance of being healthy. For example, they provide children with activities to encourage healthy food choices and teach them about foods that are good for their body. Leaders also work with parents to inform them of the benefits of a healthy diet. However, this is not yet reflected in the meals provided by parents. This means that children do not always receive healthy meals and snacks in their packed lunches. Leaders and staff promote independence, particularly at mealtimes, when children get their own trays and unpack their own lunch boxes. Staff follow the nursery's safer sleep procedures. They ensure that sleeping environments are safe, clean and well maintained. Staff stay with the babies and younger children while they sleep.

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Curriculum and teaching Expected standard

Leaders have developed their own 'Care, Love, Learn' curriculum. The curriculum is ambitious and builds on children's previous learning. It is designed to cover all areas of learning and development and sets out clearly what staff want children to know and learn. Adaptations to the curriculum help to ensure that all children, including those who face barriers to their learning, can make progress from their starting points.

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Curriculum and teaching Expected standard

Staff focus their planning on promoting children's personal, social and emotional development, and helping them to learn about their feelings and behaviour. As a result, children are secure, safe and happy. Staff promote a love of books, with a focus on storytelling and sharing songs and rhymes. Physical development is prioritised across the setting, with many opportunities for activity both indoors and outside, where children can practise their developing skills. Staff model mathematical language through daily activities and play, to help children develop an understanding of number, shape and size.

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Curriculum and teaching Expected standard

Staff typically tailor their teaching to support children's individual needs. However, this is not consistently implemented, and children's individual next steps are not always considered in planning learning experiences. This means that learning is not always personalised to what children need to learn next.

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Inclusion Expected standard

Leaders quickly identify children's needs to ensure they are met. Staff carry out regular monitoring of children's needs and observe their next steps to help identify gaps in learning. Leaders and staff complete baseline assessments and initial communication and language assessments. Where any gaps in development are identified, staff communicate their findings to parents, and they work together to implement plans and support packages to help children make progress.

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Inclusion Expected standard

Leaders and staff consider all children's potential barriers to learning through the settling-in processes. Referrals to other agencies are made in a timely manner, and staff liaise with other professionals, including speech and language therapists and educational psychologists, to provide coordinated support to ensure all children get the help they need. Leaders use local services to support children who speak English as an additional language or those known or previously known to social care. This helps to identify barriers to learning they may face and what the setting has implemented already. As a result, leaders and staff can easily identify what additional support can be offered to help children to make progress.

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Leadership and governance Expected standard

Leaders have a clear understanding of the setting's strengths and areas they want to improve. They have worked on designing and implementing a new curriculum which celebrates children's achievements. They are mindful that this is in its infancy and not yet fully embedded. Leaders aim to prepare all children for future learning and the transition to school, regardless of any barriers they may face to their learning.

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Leadership and governance Expected standard

Leaders implement a robust procedure for safer recruitment. Once recruited, leaders run extensive suitability checks, including references. All new staff have 3-monthly reviews and a thorough induction process. Leaders support staff through regular supervisions and appraisals. They celebrate staff strengths and identify areas where improvements can be made to practice. Staff are conscientious and attend additional training to help them to improve their teaching.

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Leadership and governance Expected standard

Parents speak highly of the setting. They talk about the support they receive as a family and for their children's learning. Parents say that the staff are 'excellent with the children and can't do enough for them'. Transitions to school are effective, especially when children have their lunch in the hall so they know staff, the routines and behavioural expectations. Leaders and staff are aware of the requirement to promote healthy eating. They provide information to parents and/or carers to help them to understand the importance of healthy packed lunches and snacks. However, this has not yet had the desired impact for all children.

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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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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary 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. They separate easily from parents/carers on entry and immediately engage in learning and activities. Children are curious and ask questions to support their learning. They benefit from close relationships with their key person, who talks to them about what they are doing, offering a narrative to their play, asking questions and modelling language. Children typically make steady progress and enjoy varied activities and opportunities, to help them to develop in all areas. Babies laugh and giggle when staff play games with them. They are comfortable and know who to go to for support. Babies have 'People Who are Special to Me' books, which help them to settle and provide a link to home. Older children enjoy stories with the staff, who are animated and engage children in the story. Children learn new words, which enhances their vocabulary. They are encouraged to use these in their play with peers.

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

Leaders and staff have high expectations for all children. Children with special educational needs and/or disabilities are supported well to play and learn alongside their peers. Staff know the children well, which helps them to plan activities to support their interests. All children are included, and leaders and staff ensure they have opportunities to explore their own cultures and backgrounds. Children learn to be independent and to show respect and politeness to their peers. They form positive relationships with their peers and demonstrate positive behaviour. Children learn about the local community and develop an understanding of the wider world. This helps them to build empathy and connection with others.

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Next steps

Leaders and staff should continue to develop and embed the curriculum to further reflect children's individual needs and next steps.

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Address:

St. Oswalds Primary School Council Avenue, Ashton-in-makerfield Wigan WN4 9AZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: CareLoveLearn Childcare Limited

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Address:

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. Leaders should continue to work with parents to promote healthy eating to ensure that children benefit from healthy meals and snacks.

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About this inspection

The inspector spoke with the nursery manager, senior leaders, practitioners, parents and children 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. This data is from 17 September 2026

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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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