Nurture and Grow Nursery Limited — Ofsted Nursery Tracker

Grades by area

Behaviour, attitudes and establishing routines

Strong standard

Leaders and staff know children and their families exceptionally well. They respond sensitively to their changing needs. This enables leaders to provide targeted support and make adaptations to provision. Leaders ensure children can access routines and learning experiences that best support their development and wellbeing. They promote the importance of regular attendance to families. Leaders work closely to identify any barriers families may face. They support parents and carers, especially those of disadvantaged children, to establish a positive routine that improves regular attendance. Children build deep and secure bonds with their key person. Younger children enjoy cuddles before nap time. Children who are transitioning rooms receive support through carefully planned transition sessions. These build each child's confidence and support their wellbeing. Children are polite and are consistently supported to use positive manners. They build positive relationships with all staff. Children speak to each other with kindness, share resources and take turns. For example, older children offer jugs of fruit water to their friends so that they can join in making each other 'lemonade'. They receive praise from staff in a meaningful way that promotes their wellbeing. Routines are clear and effective. Staff help children to understand what happens next, using visual prompts to support all children's understanding. Staff help children to recognise and manage their emotions. Through the use of books, stories and props, they support children in developing an understanding of different emotions and how their own actions can affect the feelings of others. This helps to promote positive behaviour and respectful relationships. Where concerns arise around children's behaviour, staff respond appropriately and support children to make positive changes.

Children's welfare and wellbeing

Strong standard

Children's wellbeing and welfare are at the heart of the setting's practice and are a clear strength of the provision. Leaders place a high priority on ensuring that children feel safe, secure and valued. As a result, children settle quickly and form trusting relationships with all staff throughout the setting, not only with their key person. This helps children to feel confident and emotionally secure in their environment. Leaders know their children and families well, especially those who are disadvantaged or face other barriers to learning. They provide targeted support for these families to ensure they have access to the resources needed to thrive, for example, by providing oral health kits and guidance on healthy eating. Staff support children exceptionally well to develop healthy lifestyles and positive self-care habits. Children gain a secure understanding of healthy eating and participate enthusiastically in daily routines, such as toothbrushing, which helps them to understand the importance of maintaining positive oral health. Well-planned opportunities, including emotional regulation sessions and discussions about feelings, enable children to recognise, express and manage their emotions effectively. This promotes their positive mental health and emotional wellbeing. Children benefit from continuous access to fresh drinking water and a range of nutritious, freshly prepared home-cooked meals throughout the day. They demonstrate an excellent understanding of healthy food choices, confidently discussing the meals they eat and identifying a variety of vegetables on their plates. Children explain why fruits and vegetables are important for keeping their bodies healthy. This reflects the embedded culture of health and wellbeing within the setting. Children are supported effectively to follow daily routines through the consistent use of visual timetables, visual cues and clear staff guidance. As a result, they demonstrate confidence, independence and a secure understanding of what will happen next throughout the day. These well-established routines help children to feel safe, settled and emotionally secure within the setting. Staff are highly responsive to the individual needs of babies and young children. They sensitively support children to recognise signs of tiredness and ensure that appropriate opportunities for rest and sleep are provided. Safe sleeping practices are implemented consistently, creating a calm and nurturing environment. This promotes children's wellbeing and supports their physical development.

Achievement

Expected standard

Children, including those with special educational needs and/or disabilities and other barriers to learning, make steady progress from their individual starting points. Children enjoy stories, songs and rhymes, helping to support their communication and language development. Children develop their physical skills well. For example, they use scoops and jugs to fill and pour water into different containers indoors. Children then build on this outdoors by creating a 'lemonade' stand to practise the skills of pouring water with increasing accuracy. Older children enjoy practising climbing skills on suitable outdoor climbing equipment. Children develop their personal, social and emotional skills well. They form positive attachments with staff. Children receive support to play alongside others. They learn to recognise and understand how they are feeling and ways to deal with their emotions positively. Children are prepared for their next stage of learning, with older children developing increasing independence and positive social skills in readiness for school. However, due to minor inconsistencies in teaching, some children do not make consistent progress in all areas of learning. They do not benefit from consistent opportunities to deepen and extend their learning across the full breadth of the curriculum.

Curriculum and teaching

Expected standard

Communication and language are a clear strength across the setting. Staff consistently promote this with children in all rooms. They understand what they want children to know and be able to do as they move through the setting. Staff place a focus on children's independence, real-life skills and preparation for school. Leaders plan a curriculum that is well sequenced and builds children's skills over time. For example, young babies use their hands and small spoons to scoop and pour gloop, pasta and cereal in a tray. Toddlers use bigger scoops and small jugs to fill and pour fruit-infused water. Pre-school children confidently pour water from jugs accurately into cups while pretending to make their friends 'lemonade' in the outdoor role-play area. Children engage in exciting activities that staff provide for them. These are based on children's interests and the skills that they need to learn next. Overall, staff plan appropriately for children's learning and development across the 7 areas of learning. However, there are some inconsistencies in teaching practice. While some staff confidently extend children's learning, others are still developing the skills and confidence to do this consistently. As a result, opportunities to deepen children's knowledge and learning are not consistent. For example, staff do not consistently give children time to problem-solve, such as when pouring water into a container with holes in it. Leaders are aware of these inconsistencies. They have implemented plans to support staff development and strengthen the quality of teaching across the setting.

Inclusion

Expected standard

Leaders recognise the importance of creating an inclusive setting. They ensure that all children, including disadvantaged children, benefit from a curriculum that is tailored to their needs. Staff, including the special educational needs coordinators, are knowledgeable and understand their roles well. Staff know who to approach for support and are confident in using targeted plans, smaller steps and an approach to support children with special educational needs and/or disabilities (SEND). Leaders and staff know children and families well. They work sensitively with parents and carers, including engaging outside agencies where appropriate. Leaders use additional funding effectively to provide wider experiences and targeted support for children and families. This includes offering additional sessions and enrichment opportunities. Children with SEND make positive progress from their starting points, particularly in their communication and language development. However, there are some inconsistencies in the procedures to support children who speak English as an additional language. For example, staff are not always clear about children's home languages on entry, which impacts on the accuracy of their initial assessment and support. Leaders recognise the need to strengthen procedures to ensure more consistent baseline information and targeted support for children who speak English as an additional language from the start.

Leadership and governance

Expected standard

Leaders know their children and families well and ensure that support is tailored to meet their individual needs. They work closely with parents and carers to identify where children may benefit from additional help, including those who are disadvantaged or receiving additional funding. Leaders use this information effectively to ensure children access appropriate support and make progress from their starting points. Leaders work collaboratively with other professionals to secure support for children when needed. They regularly review the impact of interventions and adapt approaches where necessary to ensure they continue to promote children's development, wellbeing and positive outcomes. Leaders actively support families by providing practical resources and guidance that promote children's health, learning and development. For example, families can access oral health resources, information about healthy lifestyles, a lending library to encourage shared reading at home, and signposting to additional services within the local community. Leaders have a clear and ambitious vision for the setting that places children's wellbeing, learning and development at its heart. They are committed to creating a safe, inclusive and welcoming environment where all children feel valued and can thrive. Leaders have a secure understanding of the setting's strengths and priorities for development. They use self-evaluation effectively to identify areas for improvement and drive continuous development. Leaders foster a positive culture in which staff feel valued, respected and supported. Regular supervision sessions, monitoring and professional discussions help leaders to identify staff strengths and areas for development. This enables them to provide targeted coaching, mentoring and training opportunities, particularly for those who are less experienced. Staff are encouraged to extend their professional knowledge and skills through ongoing professional development, including areas of personal interest and current early years research. Parents and carers speak positively about the setting. They value the positive communication, inclusive practice and support provided by leaders and staff. Families report that they feel listened to and supported, particularly during challenging circumstances.

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

Children thrive in this calm, nurturing and engaging setting. Staff warmly welcome children with smiles and reassurance. This helps children to settle quickly and build secure relationships with their key person. Children feel safe, valued and confident to explore their environment. Staff listen carefully to children and value their ideas and interests, helping them to feel included in their learning. Children enjoy a curriculum that helps them to develop their independence and important skills for everyday life. They confidently make choices in their play and receive encouragement to manage tasks for themselves. Staff support children's communication and language development well. Younger children eagerly explore books with different textures. They happily share these with staff to read together. Staff respond positively to children's interests. For example, they sing familiar nursery rhymes together when children bring props to them. This helps children to develop confidence in speaking and listening. Children benefit from a range of sensory experiences that encourage their curiosity and exploration. They enjoy outdoor play where they build their physical skills through balancing, climbing and riding wheeled toys. Children show positive attitudes to learning and are motivated to join in activities. Older children receive support to work together to build a tower out of foam blocks. They solve problems by listening to each other's ideas and testing out different ways of stacking them to make the tallest tower. Children's emotional wellbeing is particularly well supported. Staff provide comfort and reassurance to younger children when they are tired or upset, helping them to feel secure. Older children enjoy opportunities such as guided meditation sessions. This helps them to begin to understand their feelings and learn strategies to regulate their emotions and behaviour.

Next steps

Leaders should ensure that all staff consistently use high-quality teaching and interactions to build on and extend children's learning. Leaders should ensure that staff consistently and accurately record children's home languages on entry to inform assessments and provide targeted support for children who speak English as an additional language.

About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and carers 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.

About this setting

URN: 2800145
Address: Oakwood School 20 Main Street, Glenfield Leicester LE3 8DG
Type: Childcare on Non-Domestic Premises, Full day care
Registration date: 30/07/2024
Registered person: The Old Rectory Nursery (Barwell) Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Leicestershire

Facts and figures

Age range at inspection: 0 to 4
Total places: 44

Data from 15 May 2026

Raw extracted PDF text

Nurture and Grow Nursery Limited
Unique reference number (URN): 2800145
Address: Oakwood School, 20 Main Street, Glenfield, Leicester, LE3 8DG
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/07/2024
Registers: EYR
Registered person: The Old Rectory Nursery (Barwell) Limited
Inspection report: 15 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
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff know children and their families exceptionally well. They respond
sensitively to their changing needs. This enables leaders to provide targeted support and
make adaptations to provision. Leaders ensure children can access routines and learning
experiences that best support their development and wellbeing. They promote the
importance of regular attendance to families. Leaders work closely to identify any barriers
families may face. They support parents and carers, especially those of disadvantaged
children, to establish a positive routine that improves regular attendance.
Children build deep and secure bonds with their key person. Younger children enjoy cuddles
before nap time. Children who are transitioning rooms receive support through carefully
planned transition sessions. These build each child's confidence and support their wellbeing.
Children are polite and are consistently supported to use positive manners. They build
positive relationships with all staff. Children speak to each other with kindness, share
resources and take turns. For example, older children offer jugs of fruit water to their friends
so that they can join in making each other 'lemonade'. They receive praise from staff in a
meaningful way that promotes their wellbeing.
Routines are clear and effective. Staff help children to understand what happens next, using
visual prompts to support all children's understanding. Staff help children to recognise and
manage their emotions. Through the use of books, stories and props, they support children
in developing an understanding of different emotions and how their own actions can affect
the feelings of others. This helps to promote positive behaviour and respectful relationships.
Where concerns arise around children's behaviour, staff respond appropriately and support
children to make positive changes.
Children's welfare and wellbeing Strong standard
Children's wellbeing and welfare are at the heart of the setting's practice and are a clear
strength of the provision. Leaders place a high priority on ensuring that children feel safe,
secure and valued. As a result, children settle quickly and form trusting relationships with all
staff throughout the setting, not only with their key person. This helps children to feel
confident and emotionally secure in their environment. Leaders know their children and
families well, especially those who are disadvantaged or face other barriers to learning.
They provide targeted support for these families to ensure they have access to the
resources needed to thrive, for example, by providing oral health kits and guidance on
healthy eating.
Staff support children exceptionally well to develop healthy lifestyles and positive self-care
habits. Children gain a secure understanding of healthy eating and participate
enthusiastically in daily routines, such as toothbrushing, which helps them to understand the
importance of maintaining positive oral health. Well-planned opportunities, including
emotional regulation sessions and discussions about feelings, enable children to recognise,

Expected standard
express and manage their emotions effectively. This promotes their positive mental health
and emotional wellbeing.
Children benefit from continuous access to fresh drinking water and a range of nutritious,
freshly prepared home-cooked meals throughout the day. They demonstrate an excellent
understanding of healthy food choices, confidently discussing the meals they eat and
identifying a variety of vegetables on their plates. Children explain why fruits and vegetables
are important for keeping their bodies healthy. This reflects the embedded culture of health
and wellbeing within the setting.
Children are supported effectively to follow daily routines through the consistent use of
visual timetables, visual cues and clear staff guidance. As a result, they demonstrate
confidence, independence and a secure understanding of what will happen next throughout
the day. These well-established routines help children to feel safe, settled and emotionally
secure within the setting.
Staff are highly responsive to the individual needs of babies and young children. They
sensitively support children to recognise signs of tiredness and ensure that appropriate
opportunities for rest and sleep are provided. Safe sleeping practices are implemented
consistently, creating a calm and nurturing environment. This promotes children's wellbeing
and supports their physical development.
Achievement Expected standard
Children, including those with special educational needs and/or disabilities and other
barriers to learning, make steady progress from their individual starting points. Children
enjoy stories, songs and rhymes, helping to support their communication and language
development.
Children develop their physical skills well. For example, they use scoops and jugs to fill and
pour water into different containers indoors. Children then build on this outdoors by creating
a 'lemonade' stand to practise the skills of pouring water with increasing accuracy. Older
children enjoy practising climbing skills on suitable outdoor climbing equipment.
Children develop their personal, social and emotional skills well. They form positive
attachments with staff. Children receive support to play alongside others. They learn to
recognise and understand how they are feeling and ways to deal with their emotions
positively.
Children are prepared for their next stage of learning, with older children developing
increasing independence and positive social skills in readiness for school. However, due to
minor inconsistencies in teaching, some children do not make consistent progress in all
areas of learning. They do not benefit from consistent opportunities to deepen and extend
their learning across the full breadth of the curriculum.

Curriculum and teaching Expected standard
Communication and language are a clear strength across the setting. Staff consistently
promote this with children in all rooms. They understand what they want children to know
and be able to do as they move through the setting. Staff place a focus on children's
independence, real-life skills and preparation for school. Leaders plan a curriculum that is
well sequenced and builds children's skills over time. For example, young babies use their
hands and small spoons to scoop and pour gloop, pasta and cereal in a tray. Toddlers use
bigger scoops and small jugs to fill and pour fruit-infused water. Pre-school children
confidently pour water from jugs accurately into cups while pretending to make their friends
'lemonade' in the outdoor role-play area.
Children engage in exciting activities that staff provide for them. These are based on
children's interests and the skills that they need to learn next. Overall, staff plan
appropriately for children's learning and development across the 7 areas of learning.
However, there are some inconsistencies in teaching practice. While some staff confidently
extend children's learning, others are still developing the skills and confidence to do this
consistently. As a result, opportunities to deepen children's knowledge and learning are not
consistent. For example, staff do not consistently give children time to problem-solve, such
as when pouring water into a container with holes in it. Leaders are aware of these
inconsistencies. They have implemented plans to support staff development and strengthen
the quality of teaching across the setting.
Inclusion Expected standard
Leaders recognise the importance of creating an inclusive setting. They ensure that all
children, including disadvantaged children, benefit from a curriculum that is tailored to their
needs. Staff, including the special educational needs coordinators, are knowledgeable and
understand their roles well. Staff know who to approach for support and are confident in
using targeted plans, smaller steps and an approach to support children with special
educational needs and/or disabilities (SEND). Leaders and staff know children and families
well. They work sensitively with parents and carers, including engaging outside agencies
where appropriate.
Leaders use additional funding effectively to provide wider experiences and targeted support
for children and families. This includes offering additional sessions and enrichment
opportunities. Children with SEND make positive progress from their starting points,
particularly in their communication and language development.
However, there are some inconsistencies in the procedures to support children who speak
English as an additional language. For example, staff are not always clear about children's
home languages on entry, which impacts on the accuracy of their initial assessment and
support. Leaders recognise the need to strengthen procedures to ensure more consistent
baseline information and targeted support for children who speak English as an additional
language from the start.

Leadership and governance Expected standard
Leaders know their children and families well and ensure that support is tailored to meet
their individual needs. They work closely with parents and carers to identify where children
may benefit from additional help, including those who are disadvantaged or receiving
additional funding. Leaders use this information effectively to ensure children access
appropriate support and make progress from their starting points. Leaders work
collaboratively with other professionals to secure support for children when needed. They
regularly review the impact of interventions and adapt approaches where necessary to
ensure they continue to promote children's development, wellbeing and positive outcomes.
Leaders actively support families by providing practical resources and guidance that
promote children's health, learning and development. For example, families can access oral
health resources, information about healthy lifestyles, a lending library to encourage shared
reading at home, and signposting to additional services within the local community. Leaders
have a clear and ambitious vision for the setting that places children's wellbeing, learning
and development at its heart. They are committed to creating a safe, inclusive and
welcoming environment where all children feel valued and can thrive. Leaders have a
secure understanding of the setting's strengths and priorities for development. They use
self-evaluation effectively to identify areas for improvement and drive continuous
development.
Leaders foster a positive culture in which staff feel valued, respected and supported.
Regular supervision sessions, monitoring and professional discussions help leaders to
identify staff strengths and areas for development. This enables them to provide targeted
coaching, mentoring and training opportunities, particularly for those who are less
experienced. Staff are encouraged to extend their professional knowledge and skills through
ongoing professional development, including areas of personal interest and current early
years research. Parents and carers speak positively about the setting. They value the
positive communication, inclusive practice and support provided by leaders and staff.
Families report that they feel listened to and supported, particularly during challenging
circumstances.
What it's like to be a child at this setting
Children thrive in this calm, nurturing and engaging setting. Staff warmly welcome children
with smiles and reassurance. This helps children to settle quickly and build secure
relationships with their key person. Children feel safe, valued and confident to explore their

environment. Staff listen carefully to children and value their ideas and interests, helping
them to feel included in their learning.
Children enjoy a curriculum that helps them to develop their independence and important
skills for everyday life. They confidently make choices in their play and receive
encouragement to manage tasks for themselves. Staff support children's communication
and language development well. Younger children eagerly explore books with different
textures. They happily share these with staff to read together. Staff respond positively to
children's interests. For example, they sing familiar nursery rhymes together when children
bring props to them. This helps children to develop confidence in speaking and listening.
Children benefit from a range of sensory experiences that encourage their curiosity and
exploration. They enjoy outdoor play where they build their physical skills through balancing,
climbing and riding wheeled toys. Children show positive attitudes to learning and are
motivated to join in activities. Older children receive support to work together to build a tower
out of foam blocks. They solve problems by listening to each other's ideas and testing out
different ways of stacking them to make the tallest tower.
Children's emotional wellbeing is particularly well supported. Staff provide comfort and
reassurance to younger children when they are tired or upset, helping them to feel secure.
Older children enjoy opportunities such as guided meditation sessions. This helps them to
begin to understand their feelings and learn strategies to regulate their emotions and
behaviour.
Next steps
Leaders should ensure that all staff consistently use high-quality teaching and interactions
to build on and extend children's learning.
Leaders should ensure that staff consistently and accurately record children's home
languages on entry to inform assessments and provide targeted support for children who
speak English as an additional language.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, parents
and carers 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.

Inspector:
Lowri Bartlett
About this setting
Unique reference number (URN): 2800145
Address:
Oakwood School
20 Main Street, Glenfield
Leicester
LE3 8DG
Type: Childcare on non-domestic premises
Registration date: 30/07/2024
Registered person: The Old Rectory Nursery (Barwell) Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Leicestershire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 15 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
44

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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