Little Oaks Day Nursery Bushbury

Expected standard

Last inspected May 2026

Ofsted report for Little Oaks Day Nursery Bushbury

Last inspected 21 May 2026

What it's like to attend

• The safeguarding standards are met, with leaders and staff fostering an open culture where safeguarding is everyone's responsibility.
• Staff act as positive role models, creating a calm and consistent environment where children's behaviour is positive and self-regulation is supported.
• The key-person system works well, supporting positive, secure attachments, with children confidently seeking reassurance from familiar adults.
• Leaders have recently introduced a new programme to support emotional development and regulation, which staff report has a positive impact on children's ability to understand and manage their feelings.
• The setting promotes healthy lifestyles through balanced meals prepared on site, and staff encourage healthy food choices and discussion about nutrition.
• Leaders demonstrate a clear understanding of the setting's strengths, identify areas for development, and reflect on practice regularly to ensure continuous improvement and high standards.
• Staff benefit from opportunities to work alongside colleagues from other nurseries, sharing ideas, developing practice, and accessing training and career progression.
• Leaders prioritise staff wellbeing, providing mental health and workload support, and fostering a supportive culture where colleagues recognise and praise one another's contributions.
• Children are happy, confident and positive learners, building positive relationships with staff in an environment where they feel secure, valued and eager to learn.
• Children's progression is evident across the rooms, developing increasing confidence, independence and communication skills as they move through the setting.
• The curriculum follows children's interests and supports progress across all areas of learning, with a focus on confidence, communication, and speech and language development.
• Effective partnerships with local schools support children's transition to school, ensuring they feel well prepared for their next step.
• Leaders and staff create an inclusive environment where all children receive the support they need to achieve and make progress, using adaptive resources effectively.
• Leaders work proactively with external professionals, making referrals promptly and implementing advice carefully to ensure children receive timely and effective support.

• 1Leaders should continue to improve provision for mathematics by implementing and closely monitoring the new approach, strengthening staff subject knowledge and raising children's achievement in this area of learning.
• 2Leaders should further enhance coaching and support for new staff to ensure they develop confidence and knowledge in identifying and supporting children with special educational needs and/or barriers to learning.