Willowbrook Nursery

Willowbrook Nursery
Unique reference number (URN): 2782593
Address: 115 Dixons Hill Road, Welham Green, North Mymms, Hatfield, AL9 7EE
Type: Childcare on non-domestic premises
Registered with Ofsted: 16/02/2024
Registers: EYR, CCR, VCR
Registered person: Little Wonderland Ltd
Inspection report: 13 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.

Expected standard
Achievement Expected standard
Babies are well supported to make progress. Staff provide appropriate experiences,
including daily outdoor access through local visits, that promote communication, physical
development, and personal, social and emotional development, enabling babies to build
secure foundations for future learning.
Children in the pre-school room are developing key skills in readiness for their transition to
school. They access opportunities to embed early literacy and mathematical understanding,
which supports their future learning.
Staff support children appropriately to practise these skills. However, there are occasions
where opportunities to extend children's learning across both the toddler and pre-school
rooms could be strengthened further to ensure consistently high levels of achievement and
help children achieve their full potential.
Behaviour, attitudes and establishing routines Expected standard
Children generally behave well across the setting and demonstrate kindness and
consideration towards their peers and the adults.
In the pre-school room, children take pride in the responsibility of the role of 'happy helper'.
They are given opportunities to nominate their peers for this role and can explain their
reasons, promoting a sense of fairness and respect. Children respond positively to this
responsibility. Children in the pre-school room demonstrate positive levels of engagement.
They listen attentively during circle time, confidently contribute and ask questions to extend
their understanding.
In the toddler room, staff support children effectively to manage minor conflicts. They use
positive reinforcement and clear explanations to help children understand expectations and
resolve disputes. When disagreements occur, staff intervene promptly, encouraging children
to apologise and guiding them towards appropriate solutions, such as finding alternative
resources. This helps children to begin to develop an understanding of sharing and turn-
taking.
When children with special educational needs and/or disabilities require adjustments to
established routines. Staff manage this appropriately, ensuring that these children are able
to access the daily routine while minimising disruption to others.
Leaders recognise the importance of regular attendance and have appropriate procedures
in place to monitor patterns and follow up any concerns, helping to support children's
continuity of learning.

Children's welfare and wellbeing Expected standard
Children's wellbeing and welfare are managed effectively within the setting. Children are
settled, engaged in their play and demonstrate positive relationships with their peers. Older
children collaborate well, for example when working together to build vehicles using
construction resources, showing cooperation and shared thinking.
Leaders and staff develop close, supportive relationships with children and their families.
This helps to promote continuity of care, particularly for the youngest babies, who benefit
from consistent and nurturing interactions. Staff attend to babies' hygiene needs carefully,
ensuring their comfort and wellbeing at all times. Older children are provided with some
opportunities to develop independence in their self-care and hygiene routines, although
these could be extended further.
Mealtimes are social and inclusive, with children from the toddler and pre-school rooms
coming together for snack and lunch. This supports children's sense of community and
belonging. While there are opportunities for children to develop independence and learn
about healthy lifestyles, these are not always fully maximised. At times, interactions between
staff and children during mealtimes are limited, reducing opportunities to extend learning
and promote children's understanding of healthy choices.
Curriculum and teaching Expected standard
Leaders have developed a clear, age-appropriate curriculum for each room, with an
overarching weekly theme that runs throughout the setting to provide continuity in children's
learning. In the baby room, staff know the children well and use their knowledge to plan
effectively for individual next steps. This supports babies to make secure progress,
particularly in their communication and language, personal and emotional development and
physical skills. Babies form strong attachments and are supported sensitively when they are
both physically and emotionally ready to transition into the toddler room.
In the toddler room, the curriculum builds appropriately on children's prior learning and
supports the next stage of development. There are opportunities for children to access
activities that promote learning, including age-appropriate maths and literacy as well as
continued development of their communication and personal and social skills. Staff provide
a suitable range of resources to support children's growing independence and curiosity.
In the pre-school room, the curriculum is sequenced to build on what children already know
and can do, with an increasing focus on preparing them for school. Activities are designed to
support and embed early literacy and mathematical skills.
Although leaders have clear expectations for children's learning, staff do not always identify
and make the most of key teaching opportunities. As a result, children are not consistently
supported to make the progress they are capable of.

Inclusion Expected standard
Leaders have a secure understanding of how to promote inclusion for all children,
regardless of their starting points or any special educational needs and/or disabilities. They
have effective systems in place to identify and assess emerging needs at an early stage.
Leaders ensure that they make effective use of regular observation and assessment to
ensure that children who require additional help make progress from their individual starting
points.
Leaders show a clear commitment to working in partnership with external agencies. They
are knowledgeable about the processes involved in securing additional support, including
the process for education, health and care plans, and provide appropriate guidance to
families as they navigate these. Leaders speak confidently about the support they have
provided to children and families, particularly in relation to emotional wellbeing and pastoral
care.
Staff are well supported by leaders to implement individual education plans effectively. They
work collaboratively with local authority professionals and other specialists to ensure that
strategies are applied. As a result, children with additional needs are supported
appropriately and are generally able to access the curriculum alongside their peers.
Leadership and governance Expected standard
Leaders have a secure understanding of their roles and responsibilities, particularly in
relation to safeguarding and inclusion. They can confidently articulate how procedures are
implemented in practice and are confident in providing examples of how they would look in
practise. Leaders ensure that a culture of safeguarding is embedded effectively in the day-
to-day running of the setting.
Leaders are passionate about supporting children to achieve their full potential and ensure
that they are provided with opportunities to learn, develop and make progress. Leaders are
reflective about the curriculum and considers ways to make links across each room to
consolidate learning.
Staff speak positively about the leadership, describing the leader as supportive and
appreciative. They report feeling valued in their roles, which contributes to high levels of staff
retention. Staff understand the ethos of the setting and share the leaders' high expectations.
In most cases, these expectations are met, although there is scope to ensure greater
consistency across all areas of practice.
Parents speak highly of the setting and its leadership. Strong partnerships are established,
supporting effective communication and continuity of care. Leaders have implemented a
clear transition process between rooms, ensuring that children are supported as they move
through the setting. They also work in partnership with local schools to support older
children in their transition to the next stage of their education.

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 are happy on arrival at the setting and greet leaders with enthusiasm. Once inside,
older children place their shoes in named pockets and wear slippers, giving them a sense of
belonging from the outset. They behave well and have good relationships with staff who
greet them warmly as they arrive into their allocated rooms.
Babies form secure attachments with their key person and other familiar staff, who respond
to their needs. The baby room provides a safe, cosy and suitably resourced environment
where they are able to practise their emerging skills, such as walking and early

Inspector:
Tracy Rowe
About this setting
communication. Staff have a secure understanding of child development and support this
through warm interactions using singing, talk and eye contact effectively. Staff are attentive
to children's individual needs and generally support their next steps appropriately, enabling
babies to make steady progress.
In the toddler room, children are developing their personal, social and emotional skills and
are beginning to build relationships with their peers. Staff support them effectively in building
confidence and extending their learning across all 7 areas of development. Activities and
resources are generally age-appropriate, allowing children to progress at a pace that suits
their individual needs.
Children in the pre-school room are developing the skills they need for the next stage of
their educational journey. They are provided with opportunities to practise key skills that will
support their transition to school, including early literacy and mathematical development.
Staff create opportunities for children to embed these skills through a range of planned and
purposeful activities.
Next steps
Leaders should strengthen staff's understanding of the intended learning outcomes within
the curriculum so that teaching consistently enables children to make the best possible
progress and achieve highly.
Staff should make better use of everyday routines, including mealtimes and self-care
opportunities, to promote children's independence. This includes providing consistent
opportunities for children to practise and refine skills, such as handwashing and cutting
and serving food.
About this inspection
The inspector spoke with leaders and practitioners during the inspection.
We carried our this inspection under section 49 and 50 of the Childcare Act 2006 on the
quality and standards of the 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.

Unique reference number (URN): 2782593
Address:
115 Dixons Hill Road
Welham Green, North Mymms
Hatfield
AL9 7EE
Type: Childcare on non-domestic premises
Registration date: 16/02/2024
Registered person: Little Wonderland Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Hertfordshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 13 May 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
40
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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