Learn and Grow Childcare

Learn and Grow Childcare
Unique reference number (URN): 2767121
Address: 62-63 Merrick House, Whale Avenue, Reading, RG2 0GX
Type: Childcare on non-domestic premises
Registered with Ofsted: 22/12/2023
Registers: EYR
Registered person: Learn and Grow Childcare Ltd
Inspection report: 14 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
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff have put in place appropriate arrangements to improve children's
behaviours, attitudes and routines. For example, children are taken to wash their hands in
small groups before mealtimes, while other children continue with their group time. This
prevents children becoming bored and demonstrating unwanted behaviour and has a
positive impact on children transitioning into new aspects of the routine. Children understand
and follow well-established routines. They know what is happening next, which helps them
develop a sense of security.
Generally, children demonstrate positive behaviour towards each other. Staff offer clear
praise, which helps children feel proud of their achievements and continue to listen and pay
attention. Children are regularly reminded of the golden rules, which are clear and help them
understand what is expected of them. They play circle games cooperatively together, where
they choose a friend to dance. Children demonstrate patience as they wait their turn to be
picked. This helps them build positive relationships with one another. The key-person
approach is effective. Staff know their key children well and have formed positive
attachments, which help children feel safe. Typically, children will seek comfort and play with
staff where this is needed.
Children's welfare and wellbeing Expected standard
Leaders have established policies and procedures that are generally understood by staff
and parents. Children enjoy playing and learning in an environment that is welcoming and
safe. Leaders and staff support children and parents to recognise the effects of too much
screen time and promote online safety. Children, including those who face barriers to their
learning, have developed warm, positive relationships with their key person. They
demonstrate trust in those that care for them.
Children enjoy social activities that support their emotional wellbeing. For example, staff
encourage children to relax and breathe as they take part in the morning yoga session.
Children stretch, balance and become aware of their bodies. These practised techniques
help enhance children's concentration skills, improve physical development and support
them in becoming self-confident.
Staff promote healthy routines for hygiene. For example, they sing a handwashing song and
encourage children to mimic their actions as they pretend to wash their hands. They talk
about why this is important. Children are becoming increasingly independent with their self-
care routines. Mealtimes are social and an enjoyable time for children. Staff point out
healthy foods on children's plates and encourage children to offer their opinion regarding
healthy choices.

Needs attention
Achievement Needs attention
Children's achievement is not supported well enough because the curriculum and teaching
are at an early stage of implementation. This includes children who face barriers to their
learning, This does not secure better outcomes for children or help them make the progress
that they are capable of.
Children develop some key skills that prepare them for school. For example, they are
supported well to independently use the toilet, dress themselves and recognise their name
in print. Their confidence grows as they begin to do things for themselves. Children enjoy
each other's company and often seek each other out to share their experiences. They
demonstrate a willingness to learn and will often ask questions to find out more. They are
curious and explore their learning environment with confidence. For example, the youngest
children immerse themselves fully in a painting activity where they use tools and their bodies
to explore the texture and mix colours together. This supports their early literacy skills as
they make marks on paper.
Curriculum and teaching Needs attention
The newly designed curriculum has a clear focus on developing children's communication
and language skills, ensuring these are prioritised across all areas. However, some staff
members do not always implement strategies well enough or demonstrate they fully
understand the revised intentions for children's learning. Although appropriate action has
been taken to make necessary improvements to the curriculum, it is still in its infancy and
not yet embedded securely. This has a negative impact on children, including those with
special educational needs and/or disabilities or those who face barriers to their learning and
development.
Children learn and play in a busy yet stimulating environment. They access a wide range of
activities, such as making play dough. Children help staff by using their hands to combine
the ingredients they have added. This develops their hand dexterity, and they learn cause
and effect. Children listen to stories with interest and recall. They are beginning to
understand story structures and that print carries meaning. Children look at books
independently.
Staff encourage children to use their imaginations as they stomp around like dinosaurs.
Children roar loudly and make believe by pretending. This encourages children to be
creative and helps them develop their confidence alongside their social skills.
Inclusion Needs attention
Leaders do not always monitor staff practice well enough to ensure staff consistently use
strategies that support children with special educational needs and/or disabilities (SEND).
For example, staff do not always use the visual support available to help children
communicate their needs, choices and ideas. Leaders have not ensured that all referrals are
made at the earliest opportunity, which reduces the effectiveness of early support.

Additionally, staff do not consistently make small, considered adaptations to activities to help
children with SEND concentrate and engage fully.
Leaders and staff have improved arrangements to assess and monitor children to ensure
that gaps in their learning are identified more swiftly. Children, including those who face
barriers to their learning, have individualised plans in place, which are appropriate and help
them make progress in key areas. For instance, children who require support to develop
their speech and language skills are spoken to clearly by staff who understand their needs
well. Children engage in activities, such as blowing bubbles, which help build their oral
muscles and control their lips, cheeks and tongue. On the whole, leaders and staff seek
professional guidance and advice from the local authority to help support children's needs.
Staff support children who speak English as an additional language effectively. They
routinely share words in English and home languages to develop their confidence in
communicating. This strengthens their sense of belonging and helps them feel included.
Leadership and governance Needs attention
Leaders have worked hard to make improvements following their previous inspection.
However, they have not ensured all referrals to relevant professionals are made swiftly
enough to aid progress and provide targeted support for children with special educational
needs and/or disabilities (SEND). Leaders have put in place appropriate action to improve
the curriculum priorities to ensure the key focus is on areas needed most. Leaders spend
time in all rooms, observing and supporting staff practice. However, they have not
recognised that some staff members are not consistently making the best use of agreed
strategies to support the curriculum delivery. This does not fully support children, including
those with SEND, to achieve the best possible outcomes. Nonetheless, the early
improvements made have a positive impact on children's learning and development.
Leaders have implemented effective arrangements to support staff as they assess and
monitor children's learning. This means children's progress is measured more effectively
and gaps in learning are identified more promptly. Staff have undergone training, which has
a positive impact on their practice. For instance, staff support and manage children's
behaviours effectively and have improved their skills to help children speak more clearly.
Overall, leaders work positively with parents. Parents have recognised the recent changes
and share the positive impact these have had on their children's wellbeing, learning and
development. Leaders and staff demonstrate dedication to make continual improvements for
children and their families.

What it's like to be a child at this setting
Leaders have made appropriate targeted improvements from the previous inspection, which
enhance the quality of care and education that children receive. However, there are some
weaknesses and inconsistencies that impact on children's progress overall. For example,
the curriculum is not yet embedded and fully understood by all staff. Children with special
educational needs and/or disabilities (SEND) are not always supported through intended
applied strategies. Although improvements have been made, further work is required to
raise the standards consistently.
On the whole, children arrive happy and ready to start their day. Staff greet children with a
friendly smile and are genuinely happy to see them. Children who require additional support
on arrival are comforted by caring staff that help them settle into familiar routines, such as
circle time. Children develop trust in those that care for them and establish a sense of
belonging. This supports their personal, social and emotional development effectively.
Children's attendance is prioritised by leaders to help them establish strong foundations and
consistent routines that support their future learning.
Children enjoy playing outside in the fresh air. Staff monitor older children effectively as they
apply and rub their own sun cream on their bodies. They ensure they have covered all areas
and talk to children about why this is important. This encourages independence alongside
helping children to understand how to keep themselves safe in the warm weather. Younger
children enjoy water play activities where they pretend to brush dinosaurs' teeth. Children
develop oral health awareness and develop their fine motor skills. Children move around the
learning environment, demonstrating independence and a secure understanding of routines
and expectations. All children, including those with SEND or who face other barriers to their
learning, demonstrate positive attitudes and engage in activities.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion Date
improve staff practice to ensure they implement
consistent, targeted support for children who face
barriers to their learning, including timely referrals to
secure early intervention without delay
04/08/2026
ensure the curriculum is fully embedded to support all
children's development and progress across all areas of
learning
04/08/2026

Inspectors:
Kelley Ellis
Jane Appleby
About this setting
Unique reference number (URN): 2767121
Address:
62-63 Merrick House, Whale Avenue
Reading
RG2 0GX
Type: Childcare on non-domestic premises
Registration date: 22/12/2023
Registered person: Learn and Grow Childcare Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Reading
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 14 July 2026
About this inspection
The inspectors spoke with leaders, practitioners, the special educational needs coordinator,
parents 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.

Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
111
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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