Oaklea House Day Nursery

Ofsted rating for Oaklea House Day Nursery

Last inspected 13 December 2024

What it's like to attend

• Children develop strong attachments with adults. Young toddlers appear relaxed and happy and show curiosity to explore.
• Very young children learn to communicate without their dummies.
• Babies look intently at adults who carefully model the sounds of words. This helps them to develop early speech sounds.
• Nurturing support from trusted adults supports older children with special educational needs and/or disabilities (SEND) to develop their confidence to talk.
• Children are happy and engage well in the interesting and carefully planned activities provided.
• There are opportunities for children of all ages to develop creative skills through paint, construction, crafts and clay modelling.
• Children help and support each other, and learn to congratulate peers.
• Kind and caring staff help children to see the value in being respectful to others, supporting good behaviour and social skills.
• Leaders and staff create a positive environment in which children settle and enthusiastically take part in interesting activities.
• Staff encourage children to learn and play with their peers, giving warm and responsive encouragement for children who need additional support in social situations.
• Staff consistently teach self-help skills to children, appropriate to their stage of development.
• Parent partnerships are excellent, with staff listening and responding to parents on a daily basis.
• Families praise the high-quality relationships between staff and parents.
• Key persons have a good understanding of their children's interests and use this knowledge to creatively plan activities.
• Leaders and staff frequently promote healthy eating. Nutritious food is freshly cooked every day on site.
• Children in the pre-school fetch their own puddings and clear their own plates, mastering independence skills.
• The arrangements for safeguarding are effective, with an open and positive culture that puts children's interests first.

• 1Monitor and support the staff team more precisely to promote greater consistency in the implementation of planned activities and interaction with children during their freely chosen play.
• 2Leaders do not monitor precisely enough to ensure that all staff understand the learning intention of the planned activities that sit within the curriculum.
• 3Leaders do not target support for staff who are less effective at adapting activities to add further challenge. Consequently, although all staff support children to enjoy their learning, some staff are less successful at promoting the planned learning intentions and extending children's knowledge.