URN EY471080 · Inspected 2026-06-11 · Published 2026-08-11 · Inspector: Amanda Tompkin
Rocking Horse Kindergarten Unique reference number (URN): EY471080 Address: Hollowell Way, Brownsover, Rugby, CV21 1LT Type: Childcare on non-domestic premises Registered with Ofsted: 15/11/2013 Registers: EYR, CCR, VCR Registered person: Simnir Ltd Inspection report: 11 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. Expected standard Achievement Expected standard Children of all ages are provided with appropriate experiences to help them build on their emerging skills across all areas of the curriculum. They gain the skills needed for future learning. Children with special educational needs and/or disabilities benefit from the use of visual prompts and one-to-one interactions to help them successfully build on their communication skills. Children carry out tasks independently throughout the day, such as washing their hands, using the toilet and feeding themselves. Older children learn to talk about their emotions and how they are feeling. Children develop their mathematical knowledge through everyday routines and build on their physical skills while joining in with balancing games and large-movement activities, for instance. Children enjoy joining in with familiar stories. This helps them remember and use new language. However, children do not consistently have the opportunity to develop their concentration skills due to some unnecessary distractions within the environment. Behaviour, attitudes and establishing routines Expected standard Leaders and staff have high expectations for children. They model polite and respectful interactions with each other, families and children. Staff offer children gentle and age- appropriate guidance and reminders. For example, they remind children to use 'kind hands' and 'walking feet'. When minor conflicts arise, staff are kind and offer children explanations to help them understand how their behaviour impacts on others. Children show that they understand the nursery rules and routines. For example, toddlers help to tidy the toys away before the next activity, and older children clear the tables after mealtimes. Children develop positive attitudes to learning. They typically engage with the activities on offer. They use resources safely and play collaboratively with friends. Staff and children form solid bonds. This helps all children, including those with special educational needs and/or disabilities, to feel safe and secure at nursery. For example, babies snuggle into a familiar adult while listening to a story. Older children call out for their friends to come and join them in their play. Leaders understand the importance of supporting families to attend, offering various different session times to ensure children's attendance is regular. Children's welfare and wellbeing Expected standard Leaders are committed to ensuring they understand the different circumstances of children and their families so that they can provide individualised support. This helps children to feel valued, including those who may face barriers to their learning. Staff talk to older children about their emotions. Babies enjoy using the quiet sensory area where they explore different sounds and textures. Staff help children to take care of their own needs and develop their independence. They support children to take off their outdoor clothes after coming in from the garden, for example. Staff remind children of the importance of washing their hands before mealtimes. However, at times, hygiene practices are not fully effective. For example, staff occasionally do not wash their hands after helping younger children wipe their nose. This does not teach children consistently about hygiene practices. Children are provided with healthy and nutritious meals and snacks. Staff ensure food is prepared appropriately to minimise any choking hazards. Children who are eating or sleeping are supervised well to ensure their safety. Children of all ages benefit from daily fresh air and exercise. Curriculum and teaching Expected standard Leaders and staff have developed a curriculum that is sequenced to reflect children's different ages and stages of development. Staff complete regular assessments of children's development and use this information to plan for their next steps in learning. Where there are gaps in learning, or where children have special educational needs and/or disabilities, staff implement effective strategies to help children catch up. Across the nursery, staff generally support children's emerging communication and language skills. They routinely sing songs, read stories and engage children in purposeful conversations and discussions. However, there are times when children's listening and attention skills are not fully promoted due to distractions in the background and other avoidable interruptions. There is a clear focus on children's physical development. Babies enjoy playing on the indoor climbing frame, where staff teach them new skills, such as climbing and balancing. Older children use cutlery with confidence and demonstrate coordination as they scrape leftover food from their plates into the bin after mealtimes. Staff introduce mathematical concepts to children as they play. This includes counting, sorting and recognising numbers and shapes. Children's personal, social and emotional skills are promoted well. Staff encourage children to play cooperatively and establish friendships with one another. Inclusion Expected standard Leaders demonstrate a commitment to ensure every child's individual needs are understood and effectively met. Children with special educational needs and/or disabilities are monitored closely. They are provided with individual plans for learning, and assessments are completed regularly. Staff use the knowledge gained from these assessments to adapt learning opportunities. Furthermore, leaders use additional funding according to the individual needs of each child. For example, children who are learning to speak English as an additional language and those who are learning to communicate using words are offered one-to-one time where staff use visual aids to support their developing understanding. Leaders focus on ensuring staff get to know children and their families when they first start at the nursery. Staff are supported to share their knowledge of children's learning and care needs with their colleagues, for example, as they progress to different rooms within the nursery. This ensures that each child's move from one room to the next is managed effectively. Children and their families benefit from timely interventions and ongoing advice, support and guidance. Leaders work closely with parents, carers and any professionals involved in children's care. They act on any advice provided and implement these suggestions into practice. As a result, all children receive support to make progress from their starting points. Leadership and governance Expected standard Leaders are reflective and committed to providing high-quality care and learning experiences for all children attending. They are proud of the partnerships they have built with parents and carers. Parents value the daily conversations and meetings they have, which keep them up to date on all aspects of their children's time at the nursery. They say that they feel truly known and included as a family. This helps staff to continually meet the needs of the children. Leaders maintain clear oversight of the nursery. Their knowledge of the local community and their partnerships with other agencies ensure children flourish. Leaders ensure that children who are new to the nursery benefit from gradual settling-in sessions. This also includes visits to their next room as they prepare for their next stage of learning. Leaders follow effective procedures to ensure staff are suitable for their roles. This includes following appropriate recruitment checks and ongoing supervision and mentoring of staff. Staff receive support to continue their professional development, including attending training to help them understand how to support children with special educational needs and/or disabilities. They appreciate the support they receive from leaders. Staff express that they feel valued in their roles and that they have manageable workloads. 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 and settled at this welcoming and friendly nursery. Families are invited into the nursery, and staff spend time talking to parents and carers to find out how their children are feeling. Staff's interactions with children are warm and caring. This helps children to feel happy, safe and secure at the nursery. Children happily settle to their play as they choose from the range of activities on offer. They make firm friendships with each other, happily inviting their friends to join in with their play. Children benefit from frequent access to the outdoor learning environment. Staff ensure children wear suitable all-weather clothing as they excitedly play outdoors in the rain, splashing in puddles. They take it in turns to use the ride-on toys as they negotiate space in the garden. Children, from a young age, develop a love of books. Older babies sit and look at books independently during the day. They listen with interest when staff read favourite stories to them, joining in with familiar phrases. Children's communication and language skills are further promoted as they join in with songs and rhymes. Children benefit from a broad and balanced curriculum that is based on what they already know and can do. This helps all children, including those with special educational needs and/or disabilities and those who may face barriers to their learning, progress from their individual starting points. Partnerships with parents are effective. Staff regularly gather important information from parents to ensure that children's care routines reflect those followed at home. Parents are supported to understand the importance of regular attendance so that children benefit from their time at the nursery. Children typically gain the skills they need for their future learning. Inspector: Amanda Tompkin About this setting Unique reference number (URN): EY471080 Address: Hollowell Way Brownsover Rugby CV21 1LT Type: Childcare on non-domestic premises Registration date: 15/11/2013 Registered person: Simnir Ltd Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00 Local authority: Warwickshire Next steps Leaders should make sure that all children are able to listen and concentrate during group activities to become fully engaged in their learning without distractions. Leaders should support staff to implement suitable hygiene routines consistently. About this inspection The inspector spoke with leaders, staff, special educational needs coordinators, parents and carers 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 11 June 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 81 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. 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