URN 2751454 · Inspected 2026-02-13 · Published 2026-04-14 · Inspector: Kate Francis
Osmaston Day Nursery Limited Unique reference number (URN): 2751454 Address: Sure Start Children's Centre, 60 Cockayne Street North, Allenton, Derby, DE24 8XB Type: Childcare on non-domestic premises Registered with Ofsted: 24/08/2023 Registers: EYR Registered person: Osmaston Day Nursery Limited Inspection report: 13 February 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 Achievement Strong standard Children make positive progress from their starting points across all areas of learning and achieve consistently well across the carefully sequenced curriculum. From the earliest stages, children build strong relationships with their peers and staff. Children who speak English as an additional language are supported to develop their communication skills. Children gain confidence to engage in activities, follow routines and learn new words as staff speak to children in their home language. Children become confident communicators. Older children enjoy role play and confidently take on roles as doctors and hairdressers, using complex language and engaging confidently in back-and-forth conversation. Children show secure social skills. They tell visitors about what to do in the event of a fire and why it is important to evacuate promptly, with astounding clarity, to keep safe. Children are confident to make choices in their play and express when they would like to play outside. They show how they can quickly put on their coats by flipping them over their heads. This means they do not need to wait for staff's help, and they can go outside to play without delay. Babies successfully climb onto crates and toddlers climbs steps up to the slide. As children grow, they demonstrate increasing independence, resilience and curiosity. Children who face barriers to their learning are set high-quality, specific and measurable targets that are regularly reviewed. This ensures they achieve the best possible outcomes. Behaviour, attitudes and establishing routines Strong standard Staff demonstrate genuine care and kindness, modelling positive behaviour and respectful interactions at all times. These close relationships and a strong focus on wellbeing help children to build trust and feel safe, resulting in confident and extremely happy and well- settled children. Babies seek reassurance from their key persons, who are always on hand to give cuddles and calm words. Staff skilfully consider each child's age, stage of development and individual circumstances, when helping them meet behavioural expectations. Children's behaviour across the nursery is excellent. Routines are extremely well embedded throughout the nursery and contribute to a calm and purposeful environment in which children thrive. From the earliest stages, children know what to expect next and follow routines with confidence. Pre-school children independently get their coats on and line up at the door once when they are ready to go outside. Staff support children to play games together, agreeing on how the game will work and supporting them to work as a team. For example, children build tall towers with bricks and agree their friend can knock it down once they are finished building. Children build positive respectful friendships. Leaders work effectively with families to promote the importance of punctuality and regular attendance. They offer support where barriers arise, such as change of hours to accommodate individual needs. Children's welfare and wellbeing Strong standard Staff are enthusiastic about using the outdoor space to promote physical activity and personal safety. As a result, children are excited to be outside in the fresh air and learn to manage risks. Children confidently ride bikes, balance on beams, use climbing equipment and run around. Staff skilfully teach children about the importance of personal hygiene through conversations, role modelling and daily routines that embed lifelong habits. High- quality nutritious snack and meals help children to make healthy food choices. Staff take part in training to learn about appropriate portion sizes to provide children with extremely well-balanced and healthy meals. Furthermore, access to food banks and oral health information for parents ensures that staff support the needs of the whole family exceptionally well. From the outset, leaders and staff demonstrate a deep, well-informed understanding of the children in their care. They are highly responsive to the differing needs of children and families. Key-person systems are embedded securely, helping children to feel understood, supported and happy throughout the day. Staff respectfully follow children's individual routines and settle them down for a sleep when they become tired. Staff purposefully choose books to help young children understand how emotions make them feel. This helps children learn to recognise, name and understand their emotions through story times, activities and interactions. Curriculum and teaching Strong standard Leaders have designed a curriculum that is ambitious and highly responsive to children's needs, so that every child achieves the best possible start in education. The curriculum is carefully thought out to ensure that staff are consistently building on what they know children can do and what they need to learn next. For example, staff successfully embed core books into the setting. They plan activities so that children can build on their prior experiences to enhance their skills and knowledge further as they progress through the rooms. All children are extremely well prepared for their future learning. Staff put their heart and soul into teaching, focusing on children feeling happy and secure and ready to learn. The thorough assessment and monitoring in place helps to ensure that staff fully adapt teaching to successfully meet the needs of all children, including children with special educational needs and/or disabilities, children who speak English as an additional language and disadvantaged children. Staff place high priority on supporting children's communication and language. They deliver support for parents in their home to help close the gap. For example, staff model how to use language effectively while playing with activities, such as dough. Children have ample opportunities to be active in the outdoor space, which is used in all weathers. Staff focus on building children's large muscles as they provide bikes, climbing and balancing equipment. Inclusion Strong standard The setting is fully inclusive, where every child's needs are recognised, valued and acted upon. Leaders use heightened staff ratios to ensure all children are effectively supported, with one-to-one support available when needed. Children who speak English as an additional language receive exceptional support. Staff use visual cards, learn key words, sign language and collaborate with colleagues who speak the children's languages. Staff know all the children and their families exceptionally well, especially their key children. From the earliest stages, staff identify and support children's starting points with care and precision, ensuring that those with special educational needs and/or disabilities, children who speak English as an additional language and disadvantaged children receive tailored support. Staff make evidence-led decisions to meet the needs of individual children and work closely with parents to design individual target plans. Leaders and staff regularly review plans, ensuring children consistently receive the tailored support they need to make significant progress. Staff work incredibly well with families, professionals and external agencies to ensure that children with barriers to learning gain the right support. For example, staff make thoughtful adjustments, such as adaptations to the daily routine, to reduce barriers to participation and promote wellbeing. Staff make a significant difference to disadvantaged children's early experiences. Leaders use early years pupil premium funding to provide rich experiences to support children's physical play, which they may not have access to otherwise. Leaders monitor the impact of funding carefully, reviewing outcomes to ensure resources make a measurable difference to children's experiences and development. Leadership and governance Strong standard Partnerships with families and external agencies are fully embedded, ensuring all children receive coordinated support that reduces barriers and promotes inclusion. Information is shared effectively and consistently. Parents feel valued as partners in their child's learning journey. As a result, children thrive in a setting where high-quality education and care support them to achieve incredibly well. The ongoing support for families makes a substantial difference to children's progress. Leaders have extremely high expectations for the setting and are dedicated to placing children at the heart of all decision-making. They have a clear and ambitious vision for the nursery and a precise understanding of its strengths and areas for improvement. For example, decisions are consistently made in the best interests of children, focusing precisely on children with special educational needs and/or disabilities, children who speak English as an additional language and disadvantaged children. Leaders and staff skilfully identify where children need extra support. They attend specific training and embed extremely effective strategies to support children's communication and language. This ensures that actions for development are purposeful and consistently lead to positive outcomes for children. What it's like to be a child at this setting Staff prioritise forming strong and secure relationships with children and their families from the moment they start at the setting. They offer settling-in sessions tailored to children's individual needs and to the needs of their family. The inspiring and highly skilled team quickly form strong attachments with children, offering them a nurturing environment that is filled with respect, care and kindness for one another. Children are happy and show they feel safe as they separate from their parents and bounce with confidence as they walk into the room, showing a secure sense of belonging. Staff create a language-rich environment, offering children a wealth of experiences, such as stories, singing and role play. Children's home languages are continuously celebrated and valued. All children enjoy their learning, which is planned around their interests and what they need to learn next. Babies use chalk with great control and confidence as they proudly make marks. Toddlers focus their attention as they scoop and pour in the sand pit. Children have superb opportunities to explore different mathematical concepts during play, as they count and compare quantities making pretend ice creams with sand for staff and visitors. Staff work directly with their key children to ensure that their next steps in learning are well supported. Leaders are proactive and engage other professionals and services to ensure that children access any additional support they need, reducing any barriers to learning promptly, to help them thrive and succeed. Children are equipped with the skills they need to move on in their education. Staff have clear learning intentions for children before they leave each room. Children are extremely well supported to develop important independence skills from a young age. Staff support babies in learning to wash away germs by narrating their actions during handwashing. Older children thrive as they self-serve snacks, make choices in their play and manage personal tasks, such as putting on their coats. Next steps Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children and those with special educational needs and/or disabilities. Inspector: Kate Francis About this setting Unique reference number (URN): 2751454 Address: Sure Start Children's Centre 60 Cockayne Street North, Allenton Derby DE24 8XB Type: Childcare on non-domestic premises Registration date: 24/08/2023 Registered person: Osmaston Day Nursery Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Derby Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 13 February 2026 Children numbers About this inspection The inspector spoke with leaders, practitioners, the special educational needs coordinator 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. Age range of children at the time of inspection 0 to 4 Total number of places 44 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. 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