URN 2651430 · Inspected 2026-08-07 · Published 2026-09-10 · Inspector: Louisa Taylor
Thurston Childcare Unique reference number (URN): 2651430 Address: Thurston Church of England Primary Academy, Pond Field Road, Thurston, Bury St Edmunds, Suffolk, IP31 3FT Type: Childcare on non-domestic premises Registered with Ofsted: 06/08/2021 Registers: EYR, CCR, VCR Registered person: Thurston Pre-School Limited Inspection report: 7 August 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Strong standard 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. Leadership and governance Strong standard The new leadership team is remarkably effective and purposefully reflective. Leaders demonstrate high integrity and professionalism and maintain thorough oversight of compliance. Leaders foster an incredibly open, positive environment where staff communicate well and share ideas. When staff requested additional communication-support training, leaders provided it swiftly. Enthusiastic staff use fun, engaging approaches, such as dressing up as friendly character 'Miss Bumble' and leading interactive communication groups. This supports colleagues and children and strengthens provision, as staff are well equipped to support all children's communication skills. This includes for those children with special educational needs and/or disabilities (SEND), or who face other barriers to their learning and/or wellbeing. Leaders show how they use detailed analysis to identify strengths and areas for improvement. For instance, leaders have ensured that both rooms hold full information about each child. When children come together for shared learning, all staff tailor teaching and care practices to ensure children consistently make their best possible progress. Staff report excellent wellbeing. Apprentices feel highly supported, with leaders ensuring their workload is manageable. They also feel valued through recognition such as 'employee of the month'. Parental and community engagement is superb. Parents give overwhelming praise for the first class communication they receive about their children's daily experiences and progress. Leaders go above and beyond, including fundraising with the local community, to enhance the setting and meet individual needs. This ensures the best possible outcomes for every child. Expected standard Achievement Expected standard Children achieve well across all seven areas of the early years foundation stage. They make plenty of progress because their learning at home and in the setting is closely connected. For example, children love taking home 'Buttons', the teddy panda, and confidently share their experience, such as visiting the dentist, when they return. These opportunities help children develop their confidence, communication skills and readiness for their next stage of education, including school. All children, including those with education, health and care plans, make sustained progress because their targets remain relevant and achievable. Children typically build confidently on what they already know and can do, showing increasing independence and resilience. Staff provide a welcoming environment and children build incredible, trusting attachments to their key person. This gives children a secure base from which to explore and learn. As a result, children with special educational needs and/or disabilities, or who face other barriers to their learning or wellbeing, consistently achieve well over time. Behaviour, attitudes and establishing routines Expected standard Leaders create an inclusive environment so all children can participate fully. When children feel overwhelmed, the sensory room helps them relax, focus and regulate their emotions before rejoining activities. This supports children with special educational needs and/or disabilities (SEND), to feel included and confident. Well-organised routines, such as morning drop offs, provide familiarity and ease anxieties for children who find transitions difficult. These consistent routines also help to promote children's attendance and punctuality. Children demonstrate positive behaviour and attitudes. They show respect for others and play cooperatively. The calm atmosphere helps children regulate their behaviour and engage well with peers. When disagreements arise over popular toys, children learn to consider others' needs because staff model clear, consistent strategies. For example, children learn to choose an alternative toy and offer it to their peer, promoting inclusion and helping them develop positive, trusting friendships. Children generally follow the settings own golden rules, such as using 'walking feet', to stay safe indoors. Leaders and staff are reflective about improving the quality and positioning of visual prompts for the rules. This will help all children, including those with SEND, to more easily understand and follow expectations. Many children independently collect their sun hat before going outside, showing they understand self care routines that help keep them safe and well. Staff give meaningful praise that reinforces children's understanding and encourages them to repeat positive behaviours. Children's welfare and wellbeing Expected standard The tranquil atmosphere across the setting gives children a full sense of emotional security. They form extremely close bonds with caring staff who consistently offer warm, respectful interactions. Children thrive from the continuous option for physical play and learning outdoors. They can experience growing vegetables and learn about life cycles as they nurture their crops. This encourages children to try healthier foods, make better choices at mealtimes and supports their overall health and wellbeing. The key person system and bespoke settling in procedures are highly effective. They help all children, including those with special educational needs and/or disabilities (SEND), settle happily. Leaders gather detailed information before children start so support is in place from the outset. Staff complete specialist training, and meticulous care plans keep children, including those with complex health needs, safe and well supported. Children with SEND have individual support plans that personalise their learning and care. Staff work closely with parents and professionals, reviewing and adapting plans regularly to ensure children receive the right support and make clear progress. Mealtimes are mostly sociable events. However, snack time routines are not always consistent and inclusive as they could be. Some children with SEND start getting ready to eat before washing their hands. This is because staff do not always use visual 'now and next' boards, as part of their support plans to help guide them. This reduces opportunities for them to accomplish self-care care routines with increasing independence and confidence alongside their peers. Curriculum and teaching Expected standard Leaders and staff have developed a curriculum that covers all seven areas of learning and helps children to build their knowledge and skills securely over time. Staff typically understand this and deliver it well to children. A robust key-person system and assessment processes are in place. This helps to monitor the progress individual children make. Overall, teaching is high quality. Staff generally plan children's learning around their interests, learning preferences and next steps. For example, children with special educational needs and/or disabilities (SEND), who seek sensory play, delight in exploring gloopy, messy play with their hands. Staff extend this activity by introducing paintbrushes and paint, modelling suggestions of how these can be used. Children with SEND begin to copy staff and practise holding the paintbrush to paint their hands. Children develop their hand–eye coordination and strengthen their hands and fingers, which supports their next steps in emerging pre-writing skills. However, some staff do not always fully consider how planned activities should be adapted, such as adding specific resources to meet the individual learning needs of their key children. As a result, children's progress towards their next steps can sometimes be limited. All children, including those with SEND, benefit from one to one teaching sessions and learning together in small groups. Interactive group story times featuring diverse characters, strengthen children's understanding of difference and deepens their sense of belonging. This inclusive practice supports their social development, helping children interact more confidently with peers and enjoy the shared experience that reading together brings. Inclusion Expected standard Staff build great relationships with extended family as well as parents. This helps staff create a more inclusive environment that respects the diverse backgrounds of children. This means all children, including those that are facing barriers to their learning and/or wellbeing, feel safe and valued. Staff promote inclusion by recognising the importance of supporting children's early communication and language development. Parents are actively involved in decisions about their child's support, such as referrals to external speech and language professionals. This collaborative approach ensures all children, including those with special educational needs and/or disabilities (SEND), make rapid progress in their social communication skills. Staff routinely use age-appropriate assessment tools to identify children who need early help with their speech and language development. When required, appropriate support is put in place quickly. For example, staff use Makaton and visual aids, such as 'now and next' boards, to help children communicate their wants and needs. Occasionally, staff do not consistently use visual aids as part of children's individual support plans. This can reduce children's confidence to follow routines independently, such as moving between activities that can be difficult and cause anxiety. Leaders have established great relationships with the neighbouring school and parents. Children have many opportunities to visit and begin to familiarise themselves with the environment and staff. This supports seamless transitions for children who will attend this school and promotes inclusion beyond their time at the setting. 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 arrive confidently each day, beaming with excitement and enthusiasm to attend the setting. They are warmly greeted by familiar leaders and staff who parents describe as feeling like extended family. Children form secure and trusting attachments to genuinely nurturing staff, who prioritise their emotional security and happiness. As a result, children feel an enormous sense of belonging. This is strengthened by a robust key person system and excellent daily communication with parents and carers. For example, at mealtimes staff talk with children about important events in their lives, such as an upcoming holiday. This helps children feel known, cared for and safe in the setting. Children, including those with special educational needs and/or disabilities (SEND), benefit greatly from tailored, ongoing support from staff. Children's needs are identified swiftly as leaders and staff work closely with parents and relevant professionals. This ensues the right support is always in place. For example, calming or stimulating experiences in the sensory room help children with SEND regulate their emotions, maintain focus and develop the skills they need for school. This proactive approach strengthens children's engagement and boosts attendance. Children benefit from a broad, inclusive curriculum that covers all seven areas of learning. Their learning is enriched through meaningful community experiences, such as visits to local shops, libraries and forest school. Through fundraising events organised with leaders, staff and parents, children strengthen their sense of belonging, develop empathy and broaden their life experiences. Inspector: Louisa Taylor About this setting Unique reference number (URN): 2651430 Address: Thurston Church of England Primary Academy Pond Field Road Thurston, Bury St Edmunds Suffolk IP31 3FT Type: Childcare on non-domestic premises Registration date: 06/08/2021 Children build close friendships and play cooperatively. Laughter can be heard throughout the setting as they enjoy each other's company. Staff help children understand what is expected and respond well to staff guidance. When staff sing simple rhymes like 'one, two, three, eyes on me', children stop, stand still and place their hands on their heads. This helps them listen to staff and prepares them for changes in routine, such as tidy up time. Next steps Leaders should support staff to ensure planning and teaching are consistently responsive to individual children's needs, promote inclusion, and build effectively on each child's next steps in learning. Leaders should help staff create more opportunities for children to develop their independence, particularly when managing self care at mealtimes. About this inspection The inspector spoke with leaders, staff, 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. Registered person: Thurston Pre-School Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Suffolk Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 7 August 2026 Children numbers Age range of children at the time of inspection 2 to 4 Total number of places 108 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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