Victoria House Day Nursery Limited — Ofsted Nursery Tracker

Grades by area

Behaviour, attitudes and establishing routines

Strong standard

Staff create a calm and nurturing environment where routines are consistently embedded throughout the nursery. They use clear and consistent approaches to help children understand expectations and develop positive behaviour. Staff use visual prompts, songs, gentle reminders and daily routines to teach children what is expected of them. For example, staff help children recognise and manage their emotions through stories, discussions and calming activities, helping them return to play and learning successfully. Children demonstrate they feel safe, secure and know what will happen next. They confidently help tidy away resources, wash their hands independently and manage daily routines. Even the youngest children demonstrate a clear understanding of expectations for their age, such as confidently exploring a range of sensory textures without placing items into their mouths. Children build warm and trusting relationships with staff and are happy, settled and emotionally secure within the nursery. They are eager to play and motivated to learn, and they confidently move between activities and routines. Staff encourage children to share, take turns and cooperate during play and group activities. Children listen attentively, follow instructions and remain engaged for sustained periods. They are kind to one another and develop confidence in social situations. Staff support children to build friendships, resolve minor disagreements and develop positive social skills during play and daily routines. Overall, children behave very well and develop positive attitudes towards learning. They demonstrate increasing independence, resilience and confidence, helping prepare them for the next stage in their learning.

Achievement

Expected standard

Children make progress from their starting points. However, some inconsistencies in the use of targeted communication and teaching strategies mean some children do not always receive the precise support needed to help them make the best possible progress. Children develop communication skills through songs, stories and meaningful conversations during play and routines. Older children recall familiar stories and begin to use mathematical language during play and activities. Children build physical skills through outdoor play, obstacle courses, climbing activities and sensory experiences. They develop coordination and control as they climb, balance, ride wheeled toys and explore different materials and textures. Babies and young children eagerly investigate sensory resources. They splash in water and make shapes with dough. Children are motivated to learn and engage well in play experiences. They move safely around the nursery and are beginning to understand how to manage risks appropriately. Children remain engaged in learning and display curiosity as they explore, investigate and extend their own play ideas. They develop increasing independence throughout the day and manage routines, such as washing hands, pouring drinks and tidying away resources. Overall, children develop the knowledge, skills and confidence needed for the next stage in their learning.

Children's welfare and wellbeing

Expected standard

Leaders and staff place importance on children's welfare and wellbeing across the nursery. They create a warm, caring and nurturing environment where children feel safe, settled and emotionally secure. Staff know children and their families well and respond sensitively to children's individual care and emotional needs throughout the day. Babies and young children receive reassurance, cuddles and comforting interactions from familiar adults, helping them develop secure relationships with staff and a sense of belonging within the nursery. Children follow well-established daily routines, including handwashing, mealtimes, sleep times and outdoor play. Staff manage these routines calmly and consistently, helping children understand what will happen next and to feel confident within the environment. Children who sleep are cared for safely and benefit from appropriate supervision and regular checks. Staff follow safer sleeping guidance and respond sensitively to children's individual care needs before rest times. Staff support children's physical and emotional wellbeing throughout the day. Children benefit from regular outdoor play, physical activities and opportunities to develop increasing independence during personal care and mealtimes. Staff support children to recognise and manage emotions through calm interactions, stories and activities, such as yoga and reflection time. Staff follow appropriate hygiene procedures and support children to develop good hygiene habits, such as washing hands before meals and after using the toilet. As a result, children demonstrate they feel safe, cared for and emotionally secure within the nursery.

Curriculum and teaching

Expected standard

Staff provide a broad curriculum that supports children's learning and development across all areas of learning. Leaders and staff plan monthly themes, stories and focused activities based on children's interests and next steps in learning. Children take part in a range of indoor and outdoor experiences, including sensory play, role play, physical play, stories and creative activities. Resources are organised effectively, allowing children to independently access them and extend their own play ideas. Staff use stories, songs and familiar routines effectively. Children confidently join in with familiar stories and songs and begin to recall story characters and events. Staff introduce mathematical language naturally during play and routines. For example, children use words such as 'big', 'small', 'full' and 'empty' during sensory and role-play activities. Children develop physical skills through obstacle courses, outdoor play and climbing activities. Staff understand children's stages of development and identify suitable next steps in learning. Staff provide focused activities to help children develop communication, physical skills, mathematical understanding and independence. They interact warmly with children and use praise and encouragement to support children's engagement in learning. As a result, children actively explore, concentrate and confidently extend their own play ideas. Although staff generally support communication and language well, leaders are yet to provide targeted professional development to further strengthen staff's knowledge. As a result, focused communication strategies are not yet used consistently to extend learning and support all children to make the best possible progress.

Inclusion

Expected standard

Leaders and staff demonstrate an inclusive approach and work closely with families to help children feel welcomed, valued and supported within the nursery. Staff know children and their families well and gather information about children's interests, routines and development to help identify individual needs and any barriers to learning. Staff work with parents and other professionals where appropriate to support children's care, learning and development. Children with barriers to learning are generally supported well through daily routines and activities. Staff use visual prompts, songs and meaningful interactions to help children develop communication and understanding. They gather words from children's home languages where possible and adapt activities and routines to help children take part alongside their peers. As a result, all children are settled, included and confident within the environment. Although staff support children appropriately, leaders have not yet fully developed staff's knowledge of how to fully support children with special educational needs and children who speak English as an additional language. As a result, focused communication support and targeted teaching strategies are not yet consistently embedded across the nursery. This means some children do not always receive the most precise support to help them make the best possible progress.

Leadership and governance

Expected standard

Dedicated leaders are relatively new to their roles and have a clear vision for the nursery. They work hard to provide high-quality care and education for children and families. Leaders know what the nursery does well and demonstrate a reflective approach to identifying areas they would like to strengthen further. They are working hard to build a positive and supportive staff team that shares the nursery's values, routines and expectations for children's behaviour and learning. Recent changes to leadership and staffing mean consistent practice is continuing to be embedded across the nursery. That said, children benefit from a calm and organised environment, and staff work very well together to support children's care and learning. Leaders implement appropriate governance procedures and maintain effective oversight of the nursery. Health and safety procedures are embedded across the nursery, including hygiene routines, safer sleeping procedures, environmental checks and risk assessments. Leaders make decisions in the best interests of children and work with parents and other professionals where appropriate to support children who face barriers to learning and wellbeing. Partnerships with parents are positive, and parents speak highly of the care and support provided by leaders and staff. Leaders focus on staff's wellbeing. Staff morale is high, and they speak positively about leaders. Staff feel well supported in their roles. Leaders hold regular supervision meetings, appraisals and staff meetings to support staff's practice and wellbeing. Although leaders recognise the importance of professional development, they have not yet fully implemented targeted training to strengthen staff's knowledge and strategies for supporting children with special educational needs and children who speak English as an additional language. Recent changes to leadership and staffing mean leaders are still embedding staff's knowledge and practice across the nursery. Leaders do not yet monitor the implementation of targeted communication and teaching strategies closely enough to ensure that they are used consistently by all staff. As a result, some children do not always receive the most precise support to help them make the best possible progress.

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

Children are happy, settled and emotionally secure within this warm and welcoming nursery. They build positive relationships with staff who know them well and support them sensitively throughout the day. Babies and young children confidently seek reassurance and comfort from familiar adults, while older children move confidently between activities and routines. Children respond positively to the nursery's clear routines and expectations, helping them feel safe, develop a sense of belonging and become increasingly independent. Children engage well in a range of indoor and outdoor experiences that support their learning and development. Babies and young children enjoy sensory play, stories, songs and physical play. Older children take part in role play, obstacle courses, creative activities and early mathematical experiences. Children remain engaged during activities and display positive attitudes to learning as they explore, investigate and extend their own play ideas. Staff plan outdoor play, community walks and physical activities that help children develop confidence, physical skills and an awareness of the wider world. Children make progress from their starting points. Staff support children's communication and language through songs, repetition, stories and purposeful conversations during play and routines. Children confidently join in as they recall familiar stories and songs. They increasingly use words and simple sentences to express their needs, share ideas and take part in conversations with adults and other children. Children develop increasing independence as they pour drinks, wash their hands, tidy away resources and manage routines confidently. Babies and young children sleep peacefully in comfortable surroundings. Children benefit from warm relationships with staff and develop the confidence, resilience and skills needed for the next stage in their learning.

Next steps

About this inspection

The inspector spoke with leaders, the special educational needs coordinator, assistants and children 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: EY338974
Address: 143 Bromyard Road St Johns Worcester WR2 5DL
Type: Childcare on Non-Domestic Premises, Full day care
Registration date: 26/09/2006
Registered person: Victoria House Day Nursery Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:30
Local authority: Worcestershire

Facts and figures

Age range at inspection: 0 to 4
Total places: 68

Data from 28 May 2026

Victoria House Day Nursery Limited Unique reference number (URN): EY338974 Address: 143 Bromyard Road, St Johns, Worcester, WR2 5DL Type: Childcare on non-domestic premises Registered with Ofsted: 26/09/2006 Registers: EYR, CCR, VCR Registered person: Victoria House Day Nursery Limited Inspection report: 28 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 Staff create a calm and nurturing environment where routines are consistently embedded throughout the nursery. They use clear and consistent approaches to help children understand expectations and develop positive behaviour. Staff use visual prompts, songs, gentle reminders and daily routines to teach children what is expected of them. For example, staff help children recognise and manage their emotions through stories, discussions and calming activities, helping them return to play and learning successfully. Children demonstrate they feel safe, secure and know what will happen next. They confidently help tidy away resources, wash their hands independently and manage daily routines. Even the youngest children demonstrate a clear understanding of expectations for their age, such as confidently exploring a range of sensory textures without placing items into their mouths. Children build warm and trusting relationships with staff and are happy, settled and emotionally secure within the nursery. They are eager to play and motivated to learn, and they confidently move between activities and routines. Staff encourage children to share, take turns and cooperate during play and group activities. Children listen attentively, follow instructions and remain engaged for sustained periods. They are kind to one another and develop confidence in social situations. Staff support children to build friendships, resolve minor disagreements and develop positive social skills during play and daily routines. Overall, children behave very well and develop positive attitudes towards learning. They demonstrate increasing independence, resilience and confidence, helping prepare them for the next stage in their learning. Achievement Expected standard Children make progress from their starting points. However, some inconsistencies in the use of targeted communication and teaching strategies mean some children do not always receive the precise support needed to help them make the best possible progress. Children develop communication skills through songs, stories and meaningful conversations during play and routines. Older children recall familiar stories and begin to use mathematical language during play and activities. Children build physical skills through outdoor play, obstacle courses, climbing activities and sensory experiences. They develop coordination and control as they climb, balance, ride wheeled toys and explore different materials and textures. Babies and young children eagerly investigate sensory resources. They splash in water and make shapes with dough. Children are motivated to learn and engage well in play experiences. They move safely around the nursery and are beginning to understand how to manage risks appropriately. Children remain engaged in learning and display curiosity as they explore, investigate and extend their own play ideas. They develop increasing independence throughout the day and manage routines, such as washing hands, pouring drinks and tidying away resources. Overall, children develop the knowledge, skills and confidence needed for the next stage in their learning. Children's welfare and wellbeing Expected standard Leaders and staff place importance on children's welfare and wellbeing across the nursery. They create a warm, caring and nurturing environment where children feel safe, settled and emotionally secure. Staff know children and their families well and respond sensitively to children's individual care and emotional needs throughout the day. Babies and young children receive reassurance, cuddles and comforting interactions from familiar adults, helping them develop secure relationships with staff and a sense of belonging within the nursery. Children follow well-established daily routines, including handwashing, mealtimes, sleep times and outdoor play. Staff manage these routines calmly and consistently, helping children understand what will happen next and to feel confident within the environment. Children who sleep are cared for safely and benefit from appropriate supervision and regular checks. Staff follow safer sleeping guidance and respond sensitively to children's individual care needs before rest times. Staff support children's physical and emotional wellbeing throughout the day. Children benefit from regular outdoor play, physical activities and opportunities to develop increasing independence during personal care and mealtimes. Staff support children to recognise and manage emotions through calm interactions, stories and activities, such as yoga and reflection time. Staff follow appropriate hygiene procedures and support children to develop good hygiene habits, such as washing hands before meals and after using the toilet. As a result, children demonstrate they feel safe, cared for and emotionally secure within the nursery. Curriculum and teaching Expected standard Staff provide a broad curriculum that supports children's learning and development across all areas of learning. Leaders and staff plan monthly themes, stories and focused activities based on children's interests and next steps in learning. Children take part in a range of indoor and outdoor experiences, including sensory play, role play, physical play, stories and creative activities. Resources are organised effectively, allowing children to independently access them and extend their own play ideas. Staff use stories, songs and familiar routines effectively. Children confidently join in with familiar stories and songs and begin to recall story characters and events. Staff introduce mathematical language naturally during play and routines. For example, children use words such as 'big', 'small', 'full' and 'empty' during sensory and role-play activities. Children develop physical skills through obstacle courses, outdoor play and climbing activities. Staff understand children's stages of development and identify suitable next steps in learning. Staff provide focused activities to help children develop communication, physical skills, mathematical understanding and independence. They interact warmly with children and use praise and encouragement to support children's engagement in learning. As a result, children actively explore, concentrate and confidently extend their own play ideas. Although staff generally support communication and language well, leaders are yet to provide targeted professional development to further strengthen staff's knowledge. As a result, focused communication strategies are not yet used consistently to extend learning and support all children to make the best possible progress. Inclusion Expected standard Leaders and staff demonstrate an inclusive approach and work closely with families to help children feel welcomed, valued and supported within the nursery. Staff know children and their families well and gather information about children's interests, routines and development to help identify individual needs and any barriers to learning. Staff work with parents and other professionals where appropriate to support children's care, learning and development. Children with barriers to learning are generally supported well through daily routines and activities. Staff use visual prompts, songs and meaningful interactions to help children develop communication and understanding. They gather words from children's home languages where possible and adapt activities and routines to help children take part alongside their peers. As a result, all children are settled, included and confident within the environment. Although staff support children appropriately, leaders have not yet fully developed staff's knowledge of how to fully support children with special educational needs and children who speak English as an additional language. As a result, focused communication support and targeted teaching strategies are not yet consistently embedded across the nursery. This means some children do not always receive the most precise support to help them make the best possible progress. Leadership and governance Expected standard Dedicated leaders are relatively new to their roles and have a clear vision for the nursery. They work hard to provide high-quality care and education for children and families. Leaders know what the nursery does well and demonstrate a reflective approach to identifying areas they would like to strengthen further. They are working hard to build a positive and supportive staff team that shares the nursery's values, routines and expectations for children's behaviour and learning. Recent changes to leadership and staffing mean consistent practice is continuing to be embedded across the nursery. That said, children benefit from a calm and organised environment, and staff work very well together to support children's care and learning. Leaders implement appropriate governance procedures and maintain effective oversight of the nursery. Health and safety procedures are embedded across the nursery, including hygiene routines, safer sleeping procedures, environmental checks and risk assessments. Leaders make decisions in the best interests of children and work with parents and other professionals where appropriate to support children who face barriers to learning and wellbeing. Partnerships with parents are positive, and parents speak highly of the care and support provided by leaders and staff. Leaders focus on staff's wellbeing. Staff morale is high, and they speak positively about leaders. Staff feel well supported in their roles. Leaders hold regular supervision meetings, appraisals and staff meetings to support staff's practice and wellbeing. Although leaders recognise the importance of professional development, they have not yet fully implemented targeted training to strengthen staff's knowledge and strategies for supporting children with special educational needs and children who speak English as an additional language. Recent changes to leadership and staffing mean leaders are still embedding staff's knowledge and practice across the nursery. Leaders do not yet monitor the implementation of targeted communication and teaching strategies closely enough to ensure that they are used consistently by all staff. As a result, some children do not always receive the most precise support to help them make the best possible progress. 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, settled and emotionally secure within this warm and welcoming nursery. They build positive relationships with staff who know them well and support them sensitively throughout the day. Babies and young children confidently seek reassurance and comfort from familiar adults, while older children move confidently between activities and routines. Children respond positively to the nursery's clear routines and expectations, helping them feel safe, develop a sense of belonging and become increasingly independent. Children engage well in a range of indoor and outdoor experiences that support their learning and development. Babies and young children enjoy sensory play, stories, songs and physical play. Older children take part in role play, obstacle courses, creative activities and early mathematical experiences. Children remain engaged during activities and display positive attitudes to learning as they explore, investigate and extend their own play ideas. Staff plan outdoor play, community walks and physical activities that help children develop confidence, physical skills and an awareness of the wider world. Children make progress from their starting points. Staff support children's communication and language through songs, repetition, stories and purposeful conversations during play and routines. Children confidently join in as they recall familiar stories and songs. They increasingly use words and simple sentences to express their needs, share ideas and take part in conversations with adults and other children. Children develop increasing independence as they pour drinks, wash their hands, tidy away resources and manage routines confidently. Babies and young children sleep peacefully in comfortable surroundings. Children benefit from warm relationships with staff and develop the confidence, resilience and skills needed for the next stage in their learning. Inspector: Tina Smith About this setting Unique reference number (URN): EY338974 Address: 143 Bromyard Road St Johns Worcester WR2 5DL Type: Childcare on non-domestic premises Registration date: 26/09/2006 Registered person: Victoria House Day Nursery Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:30 Local authority: Worcestershire Next steps The provider should strengthen staff's knowledge and understanding of how to support children with special educational needs and children who speak English as an additional language. The provider should ensure that staff consistently use targeted communication and teaching strategies to help children make the best possible progress from their starting points. About this inspection The inspector spoke with leaders, the special educational needs coordinator, assistants and children 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. Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 28 May 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 68 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. 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