Overton Nursery & Pre-School Centre

Overton Nursery & Pre-School Centre
Unique reference number (URN): EY427511
Address: 160 Royden Road, Upton, WIRRAL, Merseyside, CH49 4RH
Type: Childcare on non-domestic premises
Registered with Ofsted: 13/05/2011
Registers: EYR, CCR, VCR
Registered person: Overton Community Centre Ltd
Inspection report: 21 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
Expected standard
Behaviour, attitudes and establishing routines Strong standard
Leaders consistently model expected behaviours. This creates a calm but busy learning
environment where children's behaviour is exemplary. Children demonstrate positive
attitudes to their learning. They are kind and caring and learn how to collaborate with others
through purposeful activities. For example, when outside, older children initiate a game of
hide and seek. They decide who will count and who will hide. They ensure that they apply
the rules of the game fairly and squeal in delight when they find their friends.
Effective key-person systems are in place. Staff know about children's home lives and are
aware of changes ahead of them. They use this information to plan an individualised
curriculum for children to help support their emotional wellbeing. Children show that they
understand what is expected of them, as they instinctively collect their water bottles on their
way for lunch. Staff adapt their teaching and use pictorial routine cards to support children
with special educational needs and/or disabilities and those facing other barriers to learning.
This ensures that all children understand when routines are changing. Leaders work closely
with families to emphasise the importance of children's attendance and punctuality, helping
them to form positive habits for the future. Leaders follow up absence swiftly.
Achievement Expected standard
Children engage well in their learning environment, which staff plan to support purposeful
learning. They make steady progress from their starting points and develop confidence,
independence and positive attitudes to learning. Children show increasing independence as
they manage routines and make choices about their play. For example, young children are
helped to use their washcloth after lunch, and they clean their face and hands with vigour.
Older children clear their plates and help tidy away their toys. Young children explore sand
and look for hidden treasure, developing their early sensory and language skills.
Leaders ensure that all children, including those with special educational needs and/or
disabilities and those facing other barriers to learning have access to the full curriculum.
This helps them to make progress towards their next steps in learning and development.
Children learn about festivals such as Chinese New Year and Diwali, which helps them
understand what makes them unique.
Children's welfare and wellbeing Expected standard
Leaders and staff greet children and their parents warmly when they arrive at the setting.
They have designed flexible and robust settling-in procedures tailored to individual needs.
This ensures that staff know the children well and they settle quickly into the setting.
Children demonstrate that they feel safe, happy and secure. Those children who have left

the setting, return for holiday club provision, enjoying time with their siblings and familiar
faces.
Lunchtime is a lovely social occasion, where groups of children come together to chat with
their friends. Occasionally, staff do not extend opportunities to develop children's awareness
and understanding of healthy food and drink choices. Strengthening teaching in these areas
will help promote children's attitudes to lifelong healthy habits. Staff adapt care routines to
suit the individual needs and feelings of children, including those with special educational
needs and/or disabilities and those who face other barriers to their learning and/or
wellbeing. For example, they ensure that babies and children have privacy when nappy
changing and toileting, advocating respectful care.
Curriculum and teaching Expected standard
Leaders and staff plan and deliver an ambitious and exciting curriculum for all children.
Through accurate and timely assessments, they have identified that there are some gaps in
children's mathematical knowledge. Mathematics is beginning to be embedded within
children's play and daily routines. Older children are introduced to mathematical language
and concepts as they explore. However, practice is not yet consistent across the whole staff
team, and at times opportunities are missed to support children's understanding of early
mathematics.
The environment is carefully considered to provide a wide range of learning opportunities
based on children's interests and motivations. For example, in the toddler room, staff have
provided toys and resources in the role-play area to support those children who are
expecting siblings. Children take their dolls for walks and later bath them in the water play.
These play opportunities are helping to prepare children for changes in their home life.
Communication and language skills are promoted effectively. Staff use clear, age-
appropriate language and engage children in meaningful conversations. The lending library
enables children to take books home to enjoy with their families, which helps to extend their
learning. Staff use a range of communication strategies to help children with special
educational needs and/or disabilities and those facing other barriers to learning. All children
are learning to communicate with confidence and are building their language structures.
Staff support children's physical development well, both indoors and outdoors. They provide
soft-play resources for babies to encourage them to practise climbing safely and build
strength, while older children develop coordination and control as they manipulate play
dough and use a range of mark-making tools. Children are developing physical skills to help
them in their future learning.
Inclusion Expected standard
Overall, leaders demonstrate a commitment to inclusion and ensure that the needs of all
children are understood and met effectively. Staff working with children with special
educational needs and/or disabilities (SEND) are well trained and knowledgeable in the role
and follow a graduated approach. For example, they carry out regular observations and
accurate assessments, which enable them to identify gaps in children's learning and
development at the earliest opportunity. Focused strategies are in place to support children

with SEND and those facing other barriers to learning. These are linked to children's care
plans and shared with parents to implement at home. Parents are extremely complimentary
about the support and guidance they have received over time to support their children's
forthcoming transition to school.
Staff work with external professionals and agencies, seeking advice to ensure children
receive the specialist help they require. Leaders have a secure understanding of eligibility
for additional funding and use this effectively. This includes providing flexible sessions
during the summertime to provide continuity of care to help further promote children's
development, wellbeing and learning.
Leadership and governance Expected standard
Leaders and staff strive to provide high-quality care and education for children and families.
They demonstrate a clear understanding of their setting's context. Leaders and staff use
self-evaluation through daily professional discussions with staff, peer observation of practice
and feedback from parents to help identify any emerging areas for improvement. For
example, they have identified that there are gaps in the curriculum for mathematics and are
taking action to address this.
Leaders develop close relationships with parents and carers, who are complimentary about
the advice and guidance they receive to help their children make progress in their
development. Furthermore, leaders work in close partnership with the local authority and
other professionals involved in children's care and welfare to ensure children receive
coordinated and timely support. They implement and oversee targeted action plans to
promote the learning and development of children with special educational needs and/or
disabilities and those facing other barriers to learning.
Staff report that they feel supported by leaders, who consider their wellbeing. They receive
routine safeguarding and first-aid training to support them in their roles. This promotes
positive outcomes for children and staff's wellbeing and workload.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children and families receive a warm welcome in this setting, and children are eager to go
off and find their friends when they arrive. This is because staff build secure relationships
and know the children and their families well. Consequently, all children, including children
with special educational needs and/or disabilities and those with barriers to their learning,
separate from their parents and carers with ease. Those who are new to the setting seek out
comfort and reassurance from kind and caring staff members.
Children experience a broad and well-sequenced curriculum that supports their learning and
development. They learn in an inclusive environment where they feel able to take part fully
and achieve well. Children enjoy the wide range of learning opportunities staff provide both
indoors and outdoors. For example, children and staff start their morning with an invigorating
music and movement activity. This helps to energise and motivate them ready for the day
ahead. Babies smile and giggle when they see the bubble wand, calling out 'pop' when the
bubbles disappear. When outside, children practise their mark-making skills to create a large
painted canvas together. Such activities, alongside staff's positive, encouraging interactions
and effective teaching, help to build children's knowledge and skills across all areas of the
curriculum. This prepares children for the next stage in their education.
Children experience clear expectations for behaviour and routines, and as a result, their
behaviour is exemplary. Children learn to say 'please' and 'thank you' and are kind and
considerate to their friends. They show positive attitudes to their learning and their
environment. For example, children watch with intent when a ladybird lands on one of their
toys. They take extreme care not to disturb it and are happy to see it fly off again. Children
are developing their social skills, confidence and curiosity to help them in their next stage of

Inspector:
Anita Dunn
About this setting
Unique reference number (URN): EY427511
Address:
160 Royden Road
Upton
WIRRAL
Merseyside
CH49 4RH
Type: Childcare on non-domestic premises
Registration date: 13/05/2011
Registered person: Overton Community Centre Ltd
Register(s): EYR, CCR, VCR
learning. Children experience flexible operating hours that fit well with family routines, which
helps them attend regularly.
Next steps
Leaders should continue to further enhance the curriculum and consistency of teaching to
support children's mathematical development.
Leaders should strengthen teaching and learning to develop children's knowledge and
understanding of healthy lifestyles.
About this inspection
The inspector spoke with leaders, practitioners and parents during the 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.

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30
Local authority: Wirral
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 21 May 2026
Children numbers
Age range of children at the time of inspection
0 to 10
Total number of places
84
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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