URN 148596 · Inspected 2026-07-29 · Published 2026-09-11 · Inspector: Sharon Kamel
Acorns Day Nursery Ltd Unique reference number (URN): 148596 Address: 532 Reading Road, Winnersh, Wokingham, Berkshire, RG41 5EX Type: Childcare on non-domestic premises Registered with Ofsted: 26/02/2001 Registers: EYR, CCR, VCR Registered person: Acorns Day Nursery Ltd Inspection report: 29 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. Strong standard Achievement Strong standard Children make strong and sustained progress from their starting points through everyday routines, play and planned learning. Children are appropriately supported in order to reach their next steps. As a result, they develop their communication, concentration, early mathematics, physical skills and independence. Children use new language and ideas during stories, songs, signs, movement and group activities. They learn to understand sequence, respond to questions and use language to share ideas. Practical activities also help children develop fine motor control, number awareness and confidence. Children who need additional support make meaningful progress. They join in, regulate, communicate and build confidence alongside their friends. They make good progress in their communication, eating, independence and readiness for their next stage. From the youngest children to those preparing for school, children become increasingly capable. They feed themselves, use cups and cutlery, manage care routines, tidy up, make choices and keep trying when learning is challenging. All children are well prepared for what comes next because staff help them build the knowledge, skills and confidence they need. Behaviour, attitudes and establishing routines Strong standard Children benefit from a calm, positive environment where routines and expectations are clearly understood. Staff reinforce expectations gently and consistently, using warm reminders about being careful, gentle and aware of others. This helps children feel secure and know how to behave during play, group times, mealtimes and transitions. Relationships between staff and children are warm and respectful. Staff know children's ages, development and individual needs well. They notice when children need reassurance, time to settle, help to manage their feelings or a different approach. This means children are supported to meet expectations in ways that suit their ages, development and individual needs. Children learn to get along well with others. Staff support them to share, wait, take turns, collaborate and notice the needs of children around them. During daily routines, children take responsibility for themselves and the group. They tidy up, line up, wash their hands and sign themselves in. These familiar routines help children develop independence and confidence. Staff teach children about emotions and self-regulation through everyday interactions, visual prompts, emotion cards, yoga and calm adult support. When children need help to manage their feelings or return to learning, staff use familiar strategies so that they can settle and re- engage alongside their friends. Leaders and staff promote attendance and punctuality through daily communication with parents and clear absence procedures. Staff know when to follow up if a child is not in nursery, and leaders contact parents promptly when an absence has not been explained. This helps children benefit from regular routines and consistent relationships. Children's welfare and wellbeing Strong standard Children are cared for in a warm and attentive environment where staff know their individual routines and needs well. Staff support children sensitively with feeding, sleep, comfort, personal care and movement, including the youngest children. Mealtimes support children's welfare, independence and safety. Children make choices, feed themselves where they can and receive help when they need it. Food is adapted for children's ages and stages of development. Staff understand and follow information about allergies and individual dietary needs. Children develop healthy and safe routines through everyday experiences. In the garden, they explore, play imaginatively, wash their hands before returning indoors and learn to follow familiar safety routines. Staff use outdoor play, movement and yoga to support children's physical development and emotional wellbeing. Staff go beyond basic care when children need extra help. For example, children who need support with eating, movement or physical confidence receive patient, consistent help so that they can join in with their friends and become more independent. This is done sensitively, so children feel included, rather than different. Children develop secure relationships with staff, who respond calmly when children need help, reassurance or a quiet space. Children are supported to understand and manage their feelings through everyday conversations, emotion work, books and calm adult guidance. Rest and sleep routines are managed thoughtfully, and staff adapt routines when needed, such as during hot weather, so that children remain comfortable and safe. Curriculum and teaching Strong standard Leaders and staff know what they want children to learn and use children's interests and next steps to plan experiences that help them grow in confidence, communication and independence. Children are motivated to join in because activities feel meaningful and familiar, while still giving them new ideas and challenges. Staff teach language, early literacy and mathematics through practical activities and routines. Children talk about colours, feelings and numbers during story work, use signs and gestures to share ideas, and learn story language by sequencing what happens first and next. During 'bear hunt' activities, children use movement, mark making and repeated language, which helps them build attention, pencil control and readiness for their next stages. Children also benefit from purposeful technology and early mathematics. Teaching around science, technology, engineering and mathematics is used creatively, including the use of programmable robots, so that children can test routes, explore shapes, make marks, solve problems and learn through trial and error. Staff know when to step in and when to let children discover for themselves. Personal, social and emotional development is woven through teaching. Children learn about feelings, friendship, movement and regulation through stories, emotion work, yoga and daily interactions. Staff adapt teaching well for children with special educational needs and/or disabilities, and children who face barriers, by using signing, visual prompts, sensory strategies and practical changes so that they take part alongside their friends. The garden is used as an extension of the classroom in a connected and purposeful way. Leaders recognise opportunities to broaden older children's access to larger-scale physical challenge, helping them continue to build stamina, strength and confidence. Inclusion Strong standard Inclusive practice at this setting is fully embedded. Leaders and staff know children and families very well. They identify children's individual needs early through observation, daily conversations with parents, learning journals, communication trackers and individual plans. Children with special educational needs and/or disabilities, and children who face other barriers, receive help promptly when staff identify what will support them to learn, settle or take part. Leaders reduce barriers in practical and sensitive ways. Staff adapt routines, small-group work, the environment and physical activities so that children can take part alongside their friends. When children need support with regulation, staff use visual cards, emotion cards, sensory strategies and different spaces in the nursery. They review what helps and adjust support so that children can settle and re-engage. Support is reviewed regularly and adapted when children's needs change. Staff use communication trackers, learning journals, shared next steps and discussion to check whether support is making a difference. This helps them notice small but important changes in children's communication, confidence, concentration and independence. Leaders work closely with parents, staff in the setting, the local authority inclusion support and other relevant agencies. Advice is shared collaboratively and applied in daily practice. Leaders are alert to children who face additional barriers and act quickly when extra help is needed. This consistent approach makes a sustained difference to children's opportunities and experiences. Leadership and governance Strong standard Leaders have maintained a clear vision for their small, home-from-home nursery where children and families are known well. Staff understand this vision and keep relationships at the centre of daily practice. Staff continuity supports children's sense of security because familiar adults know them and their families well. Leaders understand the setting's strengths and are clear about where children's experiences can be broadened. They use parent feedback, staff discussion, local authority advice and their own knowledge of children to adapt provision. They recognise opportunities to broaden older children's physical challenge, and to continue to promote oral health through daily learning, in order to support children's physical development and healthy habits. Staff feel valued and supported. Leaders notice when staff need help and respond through practical support, supervision and regular wellbeing opportunities. Newer staff and students receive guidance from experienced colleagues, which helps them grow in confidence and contribute to children's care and learning. Professional development is linked to the nursery's priorities, including communication, emotional wellbeing, inclusion and safe practice. Leaders work positively with parents and use local forums and professional networks to reflect on practice, share ideas and improve children's experiences. 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 welcomed into a warm and familiar environment where staff know them very well. They settle quickly into their day, moving confidently between activities and routines because they feel safe, valued and understood. Relationships are a particular strength. Children form close bonds with staff, who know their interests, personalities and individual needs. This helps children feel a strong sense of belonging and confidence. Children enjoy a curriculum built around their interests and experiences. They explore stories, emotions, numbers, technology and the world around them through engaging activities that encourage them to think, communicate and solve problems. Whether investigating how robots can draw shapes, sharing ideas during group story sessions or exploring sensory experiences, children are curious learners who are encouraged to keep trying when things become challenging. Children learn alongside their friends in an inclusive environment where everyone takes part. Staff carefully adapt activities and routines so that children who need additional support can participate fully without feeling different from their peers. Children learn to understand their feelings, build friendships and develop confidence through experiences such as yoga, emotion work and daily opportunities to talk, play and collaborate. From the youngest children through to those preparing for school, children develop increasing independence. They learn to manage personal care, make choices, take responsibility for routines and communicate their needs with growing confidence. Children are well prepared for their next stages because staff help them build the knowledge, skills and resilience they need to succeed. Children thrive in this nurturing environment where their wellbeing matters. They enjoy strong relationships, thoughtful support and rich experiences that help them grow in confidence, become independent learners and develop a genuine enthusiasm for learning. Next steps Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on enriching the curriculum around healthy lifestyles, creating a transformational impact on the outcomes and experiences of any disadvantaged children, those with special educational needs and/or disabilities, those known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing they may care for in the future. Inspector: Sharon Kamel About this setting Unique reference number (URN): 148596 Address: 532 Reading Road Winnersh Wokingham Berkshire RG41 5EX Type: Childcare on non-domestic premises Registration date: 26/02/2001 Registered person: Acorns Day Nursery Ltd Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Wokingham Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 29 July 2026 About this inspection The inspector spoke with leaders, practitioners, the special educational needs coordinator, the designated safeguarding lead, 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 45 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. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. 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