Small World Nursery Ltd

Small World Nursery Ltd
Unique reference number (URN): 133393
Address: 89 Bagley Wood Road, Kennington, Oxford, Oxfordshire, OX1 5NA
Type: Childcare on non-domestic premises
Registered with Ofsted: 01/06/1990
Registers: EYR, CCR, VCR
Registered person: Small World Nursery Ltd
Inspection report: 7 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Needs attention
Safeguarding standards not met
Leaders have not ensured that there is an open and positive culture around safeguarding
that adequately protects children from harm. Recruitment arrangements are not secure.
Systems to ensure staff's suitability to work with children are not secure, and appropriate
checks are not completed in a timely manner. Leaders are unaware when students require
disclosure barring service (DBS) checks, and staff who have been working in the setting for
some time did not have a suitable DBS check in place at the start of employment.
Those responsible for safeguarding, and some staff, do not have the required safeguarding
knowledge to be able to recognise when children may be at risk of harm or abuse. This
includes a lack of understanding of safeguarding agencies they should escalate concerns to.
In addition, staff are not aware of local safeguarding issues that may impact families and
children who attend. This means staff are not well supported to recognise possible risks to
children.
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.
Achievement Needs attention
Children do not all make the progress that they are capable of, based on their starting
points. This includes children with special educational needs and/or disabilities and those
with other barriers to their learning. They do not consistently develop new skills or
knowledge or build on what they already know and can do. Although babies enjoy singing
and listening to stories, other children do not develop their vocabularies as effectively as
possible to support their language skills.
Generally, children are happy and build relationships with staff and their peers. They
express their needs and share their ideas. At times, children do not understand the
expectations of their behaviour. This has an impact on how well they engage in activities
and develop skills, such as putting on their shoes and coats, to promote their ongoing
independence.
Curriculum and teaching Needs attention
The curriculum is not implemented effectively to ensure that children are receiving sufficient,
or consistent, learning experiences. A lack of interactions from staff means that children do
not receive the support they need to consistently gain new knowledge and skills to extend

Urgent improvement
their learning and development. However, children express their needs and interact with
their friends as they play. Babies enjoy regular singing and story times that help them to
develop new vocabulary. They develop and extend their physical skills as they use
equipment to pull themselves up and to climb. Older children enjoy outdoor play, in
particular imaginative play in the pretend kitchen as they make drinks for staff. They
negotiate space and obstacles while riding wheeled toys. However, staff mainly supervise
rather than extending children's play during the times spent outside. This does not
adequately reflect the needs of those who prefer to learn outside.
Indoors, children take part in some planned activities. For example, they enjoy cooking
activities on a regular basis, helping to prepare food, such as savoury scones, for all
children to eat. However, while staff provide instructions, they do not use their interactions
well enough to build on children's interest to extend their learning. In addition, staff do not
always have a clear understanding of the intended learning for some activities. This means
that children's learning is not sufficiently sequenced and coordinated. This has a direct
impact on what children are able to achieve.
Children are confident and engage well in their chosen games and activities. Older children
show independence and concentration within familiar Montessori activities. While children
play, staff encourage them to count, supporting their early mathematical understanding.
Older children excitedly point to the globe and identify where England is, showing how a
recent activity has sparked their curiosity and supported their developing knowledge of the
wider world.
Behaviour, attitudes and establishing routines Urgent improvement
Staff do not support children to develop positive attitudes to learning. They do not identify
when children are showing an interest in what is happening around them and do not make
use of opportunities to extend children's knowledge and curiosity. A lack of clear instructions
for children means they do not benefit from all activities or understand the expectations of
the setting. During times in the day, particularly when children are transitioning to other
areas, behaviour deteriorates. In addition, staff do not explain to children why they should
not be behaving in a certain way. This does not ensure that children receive the support they
need to understand what is expected or ensure they behave in a way that keeps themselves
and others safe.
The key-person system is not fully effective and staff do not recognise barriers to children's
learning. This means appropriate support is not put in place to support all children. In
addition, staff do not use information about children's cultures and backgrounds to plan
activities. This does not support children to build a strong sense of personal identity and
understand what makes them unique.

Children's welfare and wellbeing Urgent improvement
Significant weaknesses in supervision compromise children's safety. In particular, at
mealtimes, staff do not follow safe eating guidelines or requirements. As children eat, staff
turn their backs or complete other tasks. This lack of supervision does not protect children
from the risk of choking.
Staff gather information from parents when children first start and use this to reflect babies'
home routines. For example, staff follow sleep routines, providing children with consistency
and a feeling of security. However, leaders do not ensure that the staffing arrangements for
babies meet the required levels with regard to qualifications and experience.
Leaders have not ensured that staff understand and manage children's behaviour in an
appropriate way. This does not support children's emotional wellbeing or provide them with
explanations on how to recognise and manage their emotions.
Staff provide children with opportunities to develop their physical skills. Children enjoy
exploring and playing in the garden. They laugh as they chase and pop bubbles with their
friends. Staff sing and dance, and children learn new ways to move as they follow actions.
Staff support children to understand the importance of oral hygiene and looking after their
teeth.
Inclusion Urgent improvement
The arrangements to ensure that all children are fully included are not effective. Although
leaders and staff have some understanding of the support needed for children with special
educational needs and/or disabilities, this is not consistent. When concerns are identified,
staff work with other agencies to support children to make progress. For example, additional
strategies are put in place to help children with delays to their communication and language
to make progress. However, staff do not recognise or identify when there are other barriers
to children's learning, such as changes in their home lives. Staff do not adapt their
interactions to meet children's individual needs or enable them to socialise with their peers.
Consequently, gaps in learning and development widen over time. This does not help staff to
put the appropriate plans in place to help children make the progress they are capable of.
Leaders are not clear on additional funding and what this is used for. This does not ensure
that children benefit from the financial support they are entitled to.
Leadership and governance Urgent improvement
Leaders have not ensured that staff have the appropriate checks in place to confirm they are
suitable to work with children. This does not promote children's safety. Leaders do not have
effective oversight of staff practice and, as such, have not identified areas of weaknesses or
when the early foundation stage requirements are not being met. Staff do not have the
specialist training needed to care for children under 2 years.
Staff do not have regular supervision meetings to provide them with support for their
wellbeing and identify learning needs. They do not have the opportunity to discuss their key

children or to raise any concerns they may have. There is a lack of training opportunities for
staff. This does not support their continuous professional development or ensure they
support children effectively. This has a direct impact on the care and teaching received by
children.
Leaders do not have effective oversight of staff practice. They do not identify inconsistency
in teaching or weak interactions across the rooms. As a result, children do not benefit from
high-quality interactions. In addition, leaders have not identified inappropriate behaviour
management techniques that do not support children to understand expectations or promote
positive interactions between staff and children.
Compulsory Childcare Register requirements
This setting has not 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 not 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
Breaches to the early years foundation stage statutory requirements impact on children's
wellbeing and safety. Arrangements to help keep children safe are not robust. For example,
appropriate checks are not completed to ensure staff are suitable to work with children.
Children have varied experiences at this setting. Weaknesses in the curriculum and
teaching impact on children's overall progress. Children's learning is not always challenged
to help them make the progress they are capable of as staff are not always clear on the
intent of each activity. Some staff do not recognise when young children are provided with
tasks that are too challenging for them.
Children do not receive clear instructions as to what is happening next. In addition, staff do
not explain to children the impact their actions can have on themselves and on others.
Some parts of the daily routine, such as when moving into the garden, become disruptive
and chaotic as they are not well organised. This does not help children to understand how
they are expected to behave. Although staff recognise when children have special
educational needs and/or disabilities, they do not understand or recognise other barriers to
children's learning. This means that appropriate support is not introduced for children and
their emotional wellbeing.
Generally, children leave their parents easily and arrive with enthusiasm, keen to engage in
activities. Staff build secure relationships with children. Generally, staff know children's
interests and follow these when supporting them in their play. However, at times, there is a
lack of interaction from staff. They do not consistently offer experiences to challenge
children's learning further. In general, older children engage well in activities. Younger
children happily join in with singing and dancing, laughing as they move in different ways.
Some older children are beginning to build relationships with their peers. They race on bikes
in the garden and sit together playing games.
Leaders support parents to understand the importance of regular attendance and routines
and the impact this has on children's development and wellbeing. They ensure that any non-
attendance is followed up to ensure children's safety and welfare.
Next steps
The provider is not meeting the requirements of the Early years foundation stage and
Childcare Register and Ofsted intends to take enforcement action.
We will issue a Welfare Requirements Notice requiring the provider to have taken the
following actions by the assigned date:
Action Completion Date
ensure that all staff have the required checks in place to
ensure they are suitable to work with children
19/06/2026

Action Completion Date
ensure that all staff have the secure safeguarding
knowledge they need to keep children safe
19/06/2026
ensure that children are within sight and hearing at all
times when eating
19/06/2026
ensure that arrangements to promote children's positive
behaviour are understood and consistently
implemented by staff
19/06/2026
implement effective arrangements to ensure that the
needs of all children with special educational needs
and/or disabilities and those with barriers to their
learning are understood and supported by staff
19/06/2026
ensure that staff have regular supervisions and receive
the support and coaching they need to continually
develop their practice
19/06/2026
ensure that staff working in the baby room have
received training that specifically addresses the care of
babies
19/06/2026
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following action by the assigned date:
Action Completion Date
devise and implement an ambitious and varied
curriculum that covers all areas of learning and that
considers children who prefer to learn outdoors.
19/06/2026
About this inspection
The inspectors spoke with leaders, practitioners, the special educational needs coordinator
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.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information

Inspectors:
Nicky Butler
Anneliese Fox-Jones
About this setting
Unique reference number (URN): 133393
Address:
89 Bagley Wood Road
Kennington
Oxford
Oxfordshire
OX1 5NA
Type: Childcare on non-domestic premises
Registration date: 01/06/1990
Registered person: Small World Nursery Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Oxfordshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 7 May 2026
Children numbers
Age range of children at the time of inspection
0 to 11
about this.

Total number of places
105
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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