The Old School Nursery

The Old School Nursery
Unique reference number (URN): 2787936
Address: Shelton With Hardwick Community School, Low Road, Shelton, Norwich, NR15 2SD
Type: Childcare on non-domestic premises
Registered with Ofsted: 10/04/2024
Registers: EYR
Registered person: The Benjamin Foundation
Inspection report: 8 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, including those from disadvantaged backgrounds, typically progress well with their
communication and language development. Babies and toddlers learn new words quickly,
such as colour names. Pre-school children learn and use more complex vocabulary such as
'dehydration'. They use these words accurately in their conversations. Children generally
develop fine motor skills through a range of activities. Babies and toddlers use a variety of
tools to pour and scoop sand. Pre-school children competently use scissors and a range of
mark-making tools.
Toddlers wash and care for baby dolls, helping them to develop independence with self-care
and preparing them to become older siblings. Children, including those with special
educational needs and/or disabilities, begin to develop the skills needed to manage and
express their emotions. They become confident to express themselves and are friendly and
sociable towards each other. Pre-school children collaborate when choosing and completing
puzzles, demonstrating persistence and resilience with more difficult tasks.
Behaviour, attitudes and establishing routines Expected standard
Leaders promote regular attendance. They work with parents and carers to ensure
punctuality so that children do not miss out on group learning experiences. Staff typically
remove barriers to children's attendance. They adjust session timings when needed for
children with special educational needs and/or disabilities (SEND).
Leaders use the organisation's underpinning ethos, 'the Nurtured Heart Approach', to
promote children's positive behaviour. Staff provide clear and developmentally appropriate
ground rules for children's behaviour. They help children to consider their strengths as well
as recognise their mistakes. Staff help children to resolve disputes positively, protecting their
dignity and self-esteem. Staff aim to get to know children well and understand the reasons
behind their behaviour to minimise potential triggers. Leaders are focusing on supporting
staff with their deployment in each room, to ensure that minor incidents of behaviour are
managed effectively. Children with SEND receive support from staff to manage their
emotions and return to their learning.
Staff develop warm and responsive relationships with children. Children engage quickly with
their learning and are typically motivated to explore the learning opportunities staff provide.
Staff use routine times to support children's social development and children sit together for
meals and snacks. Toddlers and pre-school children generally play well together outside,
collaborating to create potions in the mud kitchen.
Children's welfare and wellbeing Expected standard
Leaders ensure that children's wellbeing is central to their practice. Staff support children,
including those with special educational needs and or disabilities, to manage their feelings
through a variety of methods. This includes providing personal space and using visual

prompts. Leaders are currently supporting staff deployment in the setting to minimise the
impact of any minor behaviour issues on children's wellbeing. Staff build close attachments
with babies, which helps them to settle and become confident learners. They share
information with parents and carers about their babies' individual needs and routines to
ensure consistency. Staff generally manage transitions between the rooms flexibly so that
children have the skills needed for the next stage in their learning.
Staff keep children safe and teach children how to make decisions about their own
wellbeing. They discuss the importance of sun safety with children and of staying hydrated.
Staff typically promote independence and teach children how to care for their own personal
care needs. They support babies and toddlers to use cups and pour their own drinks.
Routines are managed effectively to ensure that all children get time to play outside, taking
babies' needs and the weather into account. Staff manage children's individual dietary
needs effectively. They share information with parents about healthy eating and provide
nutritious snacks for children to enjoy.
Curriculum and teaching Expected standard
Leaders have developed a curriculum that supports children to make progress and learn the
skills needed for the next stage of education. Staff work closely with parents and carers to
understand children's needs and interests before they start. They observe children to
identify any gaps in their learning. Staff use their knowledge of child development to provide
engaging sensory opportunities for children to explore. They extend children's
understanding of the world by providing activities based on their experiences and interests.
For example, staff provide further resources and books about sea creatures for children who
have recently visited an aquarium.
Staff prioritise children's communication development. In the baby room, staff blow bubbles,
read stories and sing songs. Pre-school children learn new words while creating volcanoes
in the sandpit. They excitedly fetch water to act as 'lava'. Staff use engaging group times to
help children learn to listen and pay attention. Occasionally, however, these are less well
organised in the toddler room. This means these children are not consistently fully engaged
in their learning at these times. Staff support children's physical development effectively
across the setting. Babies have plenty of space to develop their mobility skills. Toddlers
enjoy using the ride-on toys outdoors. Staff generally use positive interactions and questions
to teach children. They embed mathematical learning by counting and singing nursery
rhymes with children.
Inclusion Expected standard
Staff gather information about children's individual needs from parents and carers when they
start. They carry out thorough assessments and review children's progress regularly to
ensure targeted support is effective. For example, staff use mapping assessments to identify
when children become anxious in the setting. This helps them to minimise potential triggers
and adapt routines. Staff adjust session times so children with special educational needs
and/or disabilities (SEND) can avoid busier times of the day. Staff also adapt the
environment to provide space for children to regulate their emotions.

Staff create detailed action plans for children with SEND and review these regularly. They
work closely with parents to navigate referral processes and collaborate with external
professionals to meet children's needs. Leaders organise training so staff can develop their
practice when working with children with SEND. Staff share information with other settings to
provide consistency of care for children. Leaders use additional funding to support
disadvantaged children's learning and extend their interests. Staff typically use a range of
targeted strategies, such as visual prompts and emotion cards, to help disadvantaged
children develop their communication and express their feelings appropriately.
Leadership and governance Expected standard
Leaders evaluate the setting and generally have an accurate understanding of the areas
requiring improvement. They are currently supporting staff to deploy themselves effectively
throughout the setting to meet children's needs. Leaders use peer observations and regular
supervision meetings to support staff to develop their practice further. However, leaders are
not always aware of staff;s confidence levels in the toddler room, which occasionally leads
to group times not being organised effectively. Staff comment that they feel well supported
by leaders for both their wellbeing and their professional development. They work well as a
team and share information from training courses with each other. This enhances every staff
member's knowledge and skills.
Leaders work in partnership with external professionals to ensure timely and effective
support for children with special educational needs and/or disabilities (SEND). They share
information with local schools to ease transitions and collaborate with other settings to
provide consistent care for disadvantaged children. Leaders prioritise positive relationships
with parents and carers,who speak highly of their children's progress, particularly with their
communication development. Parents of children with SEND appreciate the support they
receive with referral processes. They comment on how their children's individual needs
relating to health, disabilities or development are met.
What it's like to be a child at this setting
Babies settle well into the setting as staff offer a flexible approach, taking time to get to know
them and form secure attachments. Children benefit from consistent care as staff share
information with parents and carers about their individual needs and home routines. The
setting's bespoke approach to nurturing children's emotional development supports all
children to feel emotionally secure. Children, including those with special educational needs
and/or disabilities (SEND), develop warm and trusting relationships with staff. They feel

Inspector:
Tracy Joyce
valued and respected as staff recognise and appreciate their individual strengths and
qualities. Children are confident to share their views and opinions because staff listen
respectfully and take these into account.
Children are prepared for transitions between rooms in the setting as staff manage these
sensitively. Leaders generally promote regular and punctual attendance. This helps children
to benefit fully from all learning opportunities. Children feel included as staff make thoughtful
adjustments so they can all participate. For example, staff have adapted the environment to
provide spaces for children with SEND to regulate their emotions. Children benefit from
coordinated and timely support with their development because staff share information with
external professionals. Children, including disadvantaged children, make progress because
staff provide activities based on their interests and needs.
Children are confident learners who enjoy exploring a range of sensory activities, including
water play. They ask staff for more bubbles as they sing songs and clap their hands with
delight. Children develop their independence as they learn to wash their own hands and
pour their own drinks. They form positive relationships with each other, collaborating to
complete tasks. Staff help children to learn from their mistakes, supporting them to develop
resilience and concentrate on more trickier activities. Children are typically well prepared for
the next stage in their learning.
Next steps
Leaders should support staff in the toddler room to develop confidence so they can
organise group opportunities to engage all children in their learning.
Leaders should continue to further strengthen staff's teaching skills to ensure consistently
high-quality practice across the setting.
About this inspection
The inspector spoke with leaders, staff, 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.

About this setting
Unique reference number (URN): 2787936
Address:
Shelton With Hardwick Community School
Low Road, Shelton
Norwich
NR15 2SD
Type: Childcare on non-domestic premises
Registration date: 10/04/2024
Registered person: The Benjamin Foundation
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Norfolk
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 8 July 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
40
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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