St Martin's Day Nursery

St Martin's Day Nursery
Unique reference number (URN): 2785731
Address: Church Hall, Church Road, Chavey Down, Ascot, SL5 8RR
Type: Childcare on non-domestic premises
Registered with Ofsted: 06/06/2024
Registers: EYR
Registered person: The Childcare Corporation Limited
Inspection report: 10 July 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
Children are generally well prepared for their transition to pre-school. By the time they move
on to the next stage of their learning, they are typically confident communicators who
express their needs, interests and wishes clearly. They talk positively about moving to pre-
school.
Babies develop increasing confidence in their physical abilities. They build their balance,
coordination and strength, becoming confident walkers. They explore their environment with
curiosity and independence. Generally, staff promote children's communication skills and
language development through frequent conversations and the modelling of language.
Children generally play well together and are beginning to understand the importance of
sharing and taking turns. For example, they take turns getting in and out of the ride-on cars.
They demonstrate positive social skills and a developing awareness of others.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff establish warm, positive relationships with children. Generally, children
behave well. They understand the nursery rules. For example, they show good manners and
use resources respectfully.
Children are curious and confident learners. They enjoy exploring the different areas of the
provision. They typically demonstrate positive attitudes towards their learning and engage
well in their play. Children learn to work well together, developing important social skills. For
example, staff support babies to take turns and share resources in the garden. Staff praise
children for their efforts.
Leaders have identified that some aspects of daily routines require further improvement.
They are working with staff to strengthen their knowledge and skills so that they can support
children more consistently during these times.
Leaders promote good attendance. They work with parents to help them understand the
importance of children attending regularly to support their learning and development. They
follow up promptly when children are absent. Leaders and staff build positive relationships
with parents to identify and address any barriers to attendance.
Children's welfare and wellbeing Expected standard
Staff positively promote children's emotional wellbeing. They know the children well and
respond promptly and sensitively to their individual needs. Positive and nurturing
relationships help children feel safe, secure and confident. Staff are respectful towards the
children. For example, they ask the children before wiping their nose or applying sun cream.
Effective hygiene routines are followed. For example, children wash their hands before
meals and after engaging in messy play.

Mealtimes provide valuable opportunities to promote children's independence and healthy
lifestyles. Children use good manners and staff encourage independence. Generally, staff
encourage children to eat a balanced diet. For example, when children are reluctant to try
vegetables, staff talk to them about how different foods help their bodies stay strong and
healthy.
Children's safety is given high priority. Staff supervise children closely and maintain a safe
environment both indoors and outdoors. For example, when children want to take part in
risky play, such as climbing, staff know their abilities and provide appropriate support. Staff
follow the nursery's safer sleep procedures. They ensure that sleeping environments are
safe, clean and well maintained. Staff check children regularly while they sleep.
Curriculum and teaching Expected standard
Leaders have a secure understanding of the quality of the curriculum and teaching. They
recognise the strengths of the nursery and identify areas for further development. Leaders
understand the training and support that is needed to further upskill staff to improve the
consistency of teaching practice.
Staff place children's interests at the heart of the curriculum. Generally, they know the
children well, recognise what they can do and identify appropriate next steps in their
learning. Staff communicate positively with the children. However, high-quality interactions
are not yet consistent across the nursery. Where interactions are most effective, staff extend
children's vocabulary, model language and encourage children to develop their thinking.
Staff support children to develop important social skills, such as turn-taking and sharing.
Babies are provided with opportunities to develop their confidence and physical skills as
they challenge themselves on climbing equipment.
Generally, staff promote children's early mathematical development through play. For
example, they count the children's shoes as they place them in a circle, helping children to
develop counting skills in a meaningful context. Staff model mathematical vocabulary. For
example, when supporting babies on the climbing equipment, they use positional language,
such as 'up', 'down', 'over' and 'through', to develop babies' early understanding of
mathematical concepts.
Inclusion Expected standard
Leaders and staff are committed to ensuring that all children are supported to make
progress from their individual starting points. Staff identify children's needs and can talk
about the progress children are making. Leaders and staff regularly review and assess
children's progress to identify where additional support is needed. They are beginning to
implement appropriate strategies to support children, including those with special
educational needs and/or disabilities. Leaders recognise that further training is required to
strengthen staff knowledge. They work with external professionals when needed.
Leaders and staff value children's individual cultures and backgrounds and seek to reflect
these in the environment. For example, key words are displayed in the children's home
languages. Staff use these during the day to support children's sense of belonging and

inclusion. Parents report that they feel their cultures and backgrounds are valued and
celebrated in the nursery.
Leadership and governance Expected standard
Leaders have a clear and accurate understanding of the quality of the provision. They
maintain effective oversight and reflect on practice to identify strengths and priorities for
development. Leaders take timely and effective action to secure continuous improvement.
Generally, supervision sessions support staff to develop their skills. Leaders recognise that
there are some inconsistencies in staff knowledge, such as the quality of their interactions
and their understanding of routines. They are supporting them to develop their knowledge
further. However, this is not yet embedded. Leaders give high priority to staff wellbeing and
manage workload well. Staff report that they feel valued and supported. They enjoy their
time working at this nursery.
Children's needs are central to leaders' decision-making. Leaders have high expectations
for all children and ensure they are well prepared for the next stage of their education.
Effective transition arrangements help children settle into the pre-school, supporting
continuity in their learning and development. Children look forward to their move to pre-
school.
Leaders have established positive relationships with parents through thoughtful
communication and engagement. For example, parents attend stay-and-play sessions.
Leaders communicate well with parents and respond to their views through an online app
and daily conversations. Parents speak highly of the nursery and value the care, support
and education their children receive.
What it's like to be a child at this setting
Children arrive at nursery happy and eager to begin their day. They show excitement when
greeted by their key person and separate well from their parents. Positive communication
between parents and staff at the start of the day demonstrates an effective partnership. This
helps children feel secure as they settle into the nursery. Children develop positive
relationships with their peers. They communicate confidently and cooperate well during play
and learning times. Children show kindness and respect towards one another. Children
enjoy each other's company and play collaboratively. They demonstrate a strong sense of
belonging in the nursery.

Inspector:
Lyndsey Howe
About this setting
Unique reference number (URN): 2785731
Staff create a warm, welcoming and inviting environment where children feel safe and
valued. Children enjoy exploring the range of experiences available both indoors and
outdoors. For example, children show curiosity and imagination as they play with dinosaurs
and explore the sensory feel of ice. Babies begin to use simple language, such as 'cold', to
describe what they feel.
Children engage in exploratory play and are provided with appropriate opportunities to take
risks in a safe environment. Staff encourage children to develop confidence, independence
and resilience as they explore new experiences. When children need support, staff provide
comfort and reassurance. For example, they encourage children who are reluctant to try
new experiences and offer cuddles when children need some extra reassurance. They help
children to feel secure and understood. Children's emotional needs are well considered,
which supports them to be well prepared for their next steps in learning. Generally, staff
respond sensitively to support children's wellbeing and development.
Next steps
Leaders should strengthen staff practice so that interactions are consistent and of high
quality to ensure the best outcomes for all children.
Leaders should continue to support staff to embed their knowledge and skills to ensure
continued and sustained improvement.
About this inspection
The inspector spoke with leaders, staff and parents and carers and engaged with children
during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards provision that is registered on the Early Years Register. The registered
person must ensure that the provision complies with the statutory framework for children's
learning, development, and care, known as the early years foundation stage.

Address:
Church Hall
Church Road, Chavey Down
Ascot
SL5 8RR
Type: Childcare on non-domestic premises
Registration date: 06/06/2024
Registered person: The Childcare Corporation Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Bracknell Forest
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 July 2026
Children numbers
Age range of children at the time of inspection
1 to 3
Total number of places
37
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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