URN 2638805 · Inspected 2026-06-03 · Published 2026-07-22 · Inspector: Anne Nicholson
Ivy House Nursery Unique reference number (URN): 2638805 Address: Station approach, Weybridge, Surrey, KT13 8UD Type: Childcare on non-domestic premises Registered with Ofsted: 26/05/2021 Registers: EYR Registered person: Future Childcare Limited Inspection report: 3 June 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 Children's welfare and wellbeing Strong standard Leaders and staff place a close focus on building trusting partnerships with parents and carers. They are continually reflecting on what they provide and communicating changes to practice and useful information with parents. For example, adaptations to the key-person system ensure that staff build close, supportive relationships that help children feel safe and secure. All staff in each room know all children equally well and implement a child-centred approach. Staff are very supportive of one another to ensure children's needs are met. Children demonstrate in their actions and ease around the staff that they feel included, and their contributions are valued. Staff demonstrate an extremely secure knowledge of each child, what they like and what may cause them worries. They supervise children effectively and deploy themselves to meet their needs. Children enjoy an excellent range of learning experiences, created by staff, in the inside and outside environments and have regular opportunities to benefit from the fresh air. For example, as well as the garden, children enjoy trips to the local shops, library, care home and train station. Staff place a lot of consideration into ensuring children's play is inclusive to all. Children gain an effective understanding, from an early age, about their personal safety, safe eating practices and how to use resources in a safe manner for themselves and their friends. Staff discuss with children about living healthy lifestyles, and children enjoy the freshly cooked meals prepared on site. Inclusion Strong standard Leaders and staff demonstrate dedication to providing an inclusive environment for children. They work continually to create and provide a culture where all children can participate in activities and reach their fullest potential. Staff that lead the support for children with special educational needs and/or disabilities demonstrate a commitment and passion to ensuring they are making a difference to the lives of all children. All activities are adapted to enable all children to be included, regardless of their individual needs. The implementation of rigorous monitoring and assessments helps staff to quickly identify children's emerging needs and the best way to provide sensitive support and promptly implement these. Regular discussions with parents, close working between staff and partnerships with other professionals and outside agencies ensure targeted interventions are swiftly put in place. Partnership with parents is highly effective. Staff provide a wealth of information to parents, and this supports them throughout their child's progress. All children benefit from dedicated staff who swiftly recognise potential barriers to their learning. For example, children with complex needs receive regular interactions from nursery staff and outside agencies. Individual support plans are regularly reviewed and updated to ensure that these share the most relevant next steps for learning and teaching strategies with staff. This means that children receive the most up-to-date support and interventions, implementing targeted strategies in a timely way. Expected standard Achievement Expected standard Children receive effective support from staff tailored to their individual needs, which staff know well. Children's achievements are celebrated, and they are well prepared for the next stage of their education. Children enjoy their learning and are motivated to join in the activities. Children are generally confident communicators, with older children continually using new vocabulary and problem-solving during their play. For example, during an activity session, staff encourage children to immerse themselves in the actions and songs, building houses for pigs out of cups and bricks and talking about the behaviour of the wolf as he knocks these over. Children demonstrate kindness towards others as they help them achieve tasks and listen carefully to what others say. Babies cuddle and babble with their key person. Children develop early literacy skills from a young age. They enjoy stories with staff and looking independently at books. Children explore their environment, both inside and outside, with confidence. Behaviour, attitudes and establishing routines Expected standard Leaders and staff provide an environment that encourages children's attendance. Staff are positive role models and work well as a team. Their enthusiasm with the children encourages kind behaviour and engagement in activities. Children display polite manners and build secure bonds with staff and one another. For example, outside, toddlers share resources and show their willingness to try activities. Staff explain the professional development training they undertake. They share the positive impact behaviour management training has had on helping them support children's learning. They discuss how children may display certain behaviours during different developmental stages and how they can identify and respond to this to help children learn to manage and express their emotions. For example, they explain the need for children to have regular routines and the use of signing and visual aids to support all children, especially younger children, to know what is happening now and next. Throughout the nursery, staff use a reflective approach and adapt how they support children's emotional regulation to enable them, when there is potential conflict, to behave in a calm and nurturing way. Children learn how to express their emotions and recognise when they might need their space. Curriculum and teaching Expected standard Leaders have an accurate understanding and overview of the curriculum staff provide, including for those children who have any barriers to their learning. Staff have a secure knowledge of the curriculum and interact well with the children. They encourage children to respond to questions. However, some staff are more confident in using description and explanations with the children to enhance their vocabulary, knowledge and understanding. Leaders and staff place a real focus on children's transitions, whether these are between rooms or moving on to school, and the procedures in place help support these moves to go smoothly. Staff confidently share their curriculum focus and explain children's next steps, displaying these on the walls for ease of reference to all staff. They clearly demonstrate the learning intentions they have for each child and understand how to get the best out of every activity. They skilfully incorporate older children's communication and personal skills, alongside their next steps in learning, during these interactions. Staff extend children's learning by following their interests. For example, they follow older children's curiosity in mixing paint colours, cutting plants and pouring liquids to create their own potions and perfumes. Children confidently share how they use coloured plants, basil, lavender and lemon to create perfume. Staff encourage children to problem-solve and think about what might happen next. Younger children enjoy finding objects in water, exploring a cornflour mixture with the added sensory addition of fresh lemon slices and flowers. Throughout the nursery, staff encourage children's curiosity, support them to share their real- life experiences, build on their confidence and support them to learn how to respect their environment. Leadership and governance Expected standard Leaders are reflective and are currently implementing some new policies, procedures and processes following an in-depth review of what they provide. Some of these are still embedding, and they are constantly monitoring these and staff practice to identify where any changes will add value to children's experiences. Leaders ensure that safeguarding matters are referred and recorded appropriately, and they investigate and respond fully to concerns raised. Leaders recognise the impact a cohesive staffing team has on outcomes for children and provide ongoing professional development and welfare packages to support staff. Partnership with parents is also a strength, and they provide a range of information and activities throughout the year to build on this. Staff are positive role models and are enthusiastic with each other and the children, which successfully supports how children engage. Staff keenly share about their professional development opportunities, including additional training on managing children's behaviour, safeguarding and support for children who have special educational needs and/or disabilities (SEND). Across the nursery, there is an air of positivity among the staff team, children and parents. Feedback from parents is very complimentary, with parents sharing how approachable staff are, how caring they are and how they nurture children's wellbeing and development. They share their appreciation of the support and information they receive, such as on potty training, supporting children with emerging needs, the in-depth transition reports and settling-in session, and the close liaisons with other professionals who come in to support those children who have SEND. What it's like to be a child at this setting Children eagerly greet the staff and happily share their interests with them. They enjoy their day at nursery. Babies and toddlers demonstrate they feel safe and secure, especially those that are new and just settling. They readily go to their key person, or other room staff, for comfort and support. Children settle quickly, aided by the adaptable settling-in processes staff provide, in consultation with parents, to ensure they tailor the sessions to each child's individual needs. Children enjoy the enticing environment staff provide and explore the textures of sand, water and a cornflour mixture, and boost their senses with the different herbs and fruit incorporated into these. Older children are confident communicators, developing their speech and vocabulary as they talk with each other and staff during their play. Staff follow children's interests and build on these. For example, staff encourage children's curiosity as they create potions, pouring and mixing water and paint in bottles and adding herbs, lavender and slices of fruit to add a fragrance. Staff encourage children to problem-solve and think about what might happen next, such as what will happen when they add yellow and blue paint together. Children behave really well. They learn from an early age what is expected of them. Children demonstrate that they feel valued and enjoy playing with their friends and staff. All children have opportunities to play outside in the inspiring garden areas, which supports those who learn well outdoors. Children with barriers to their learning, including those with special educational needs and/or disabilities, are very well supported. They make really effective progress and are well prepared for their next stage of learning and in readiness for school. Next steps Leaders should support consistent staff teaching for younger children's communication, developing children's understanding and enhancing their vocabulary further. Leaders should sustain their work to ensure continued improvement and high standards. About this inspection The inspector and a second QA Inspector spoke with leaders, practitioners and the special educational needs coordinator 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. A quality assurance visit by an additional inspector was carried out at this inspection. Inspector: Anne Nicholson About this setting Unique reference number (URN): 2638805 Address: Station approach Weybridge Surrey KT13 8UD Type: Childcare on non-domestic premises Registration date: 26/05/2021 Registered person: Future Childcare Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30 Local authority: Surrey Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 3 June 2026 Children numbers Age range of children at the time of inspection 0 to 5 Total number of places 54 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. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright