Serendipity Nursery And Outdoor Learning

Serendipity Nursery And Outdoor Learning
Unique reference number (URN): 2496935
Address: Mowden Park Arena, Neasham Road, Hurworth Moor, Darlington, Darlington, DL2 1DL
Type: Childcare on non-domestic premises
Registered with Ofsted: 17/09/2018
Registers: EYR
Registered person: Serendipity Pre-School Committee
Inspection report: 18 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
Expected standard
Inclusion Strong standard
Leaders and staff demonstrate a thorough understanding of the needs of all children and
their families. They work collaboratively to ensure that families receive appropriate and
timely support. This includes those with special educational needs and/or disabilities or
those known (or previously known) to children's social care. Leaders and staff consistently
promote an inclusive approach for all children. They develop trusting relationships with
families and gather detailed information about children's development, when they first start
at the nursery. This enables staff to have sensitive discussions with parents and carers if
they identify areas where children may need support.
Staff consistently make swift referrals and receive support, advice and guidance from other
professionals, which they embed across the setting. For instance, they regularly liaise with
occupational therapists, health visitors and physiotherapists to support children's
development. Staff use robust and comprehensive support plans that include, observation,
assessment and careful planning to support children's development. Parents are actively
involved in children's individual plans and meet with staff regularly to review and discuss
children's progress and next steps. This promotes consistency and helps to close gaps in
children's learning quickly. Leaders use early years pupil premium funding effectively.
Children's individual needs are identified, assessed and resources are carefully targeted to
ensure maximum impact.
Achievement Expected standard
Children, including disadvantaged children, those with special educational needs and/or
disabilities or those known (or previously known) to children's social care, generally achieve
well from their starting points. They receive tailored support to help them develop skills. For
instance, they use Makaton and visual resources to support communication. Children
benefit from age-appropriate questioning, introduction of new vocabulary and warm
interactions.
Children typically make appropriate progress across all areas of learning and development
from their starting points. They develop a wide range of skills and knowledge to help them
become increasingly confident and independent. Young children learn to drink from open
cups and make choices about their activities. Older children wash their hands prior to
mealtimes and they find and put on their coats independently before outdoor play. This helps
them to manage their own self-care needs. Children develop firm friendships with their
peers. Children are well prepared for their next stage of learning.

Behaviour, attitudes and establishing routines Expected standard
Staff support children to learn about positive behaviours. For example, staff work alongside
children to resolve conflict and discuss the impact behaviours can have on others. This
supports very young children to understand expectations, cooperate in their play, learn to
share and take turns. Staff are positive role models. They provide gentle guidance and
reminders where needed. Staff develop warm and trusting relationships with children and
deal with any behavioural issues quickly in a sensitive way. Staff provide explicit praise and
encouragement, which promotes confidence and self-esteem in all children, including those
who face barriers to learning.
Generally, the learning environment is well planned, and children typically follow established
routines throughout the day. For example, children respond well to tidy-up time and know
this means it is time to prepare for lunch. However, there are minor inconsistencies during
some routines. Occasionally, children sit for too long and are not fully engaged. This can
result in children becoming restless. Leaders support parents and carers to help their
children attend regularly, and to improve punctuality in preparation for later school life.
Children's welfare and wellbeing Expected standard
Children are happy and settled in the presence of caring and attentive staff. Leaders provide
a sensitive settling-in process that is tailored to meet the individual needs of all children,
particularly babies and those children with special educational needs and/or disabilities
(SEND). Staff support children to understand their emotions, For instance, staff facilitate
discussions with children about their feelings and emotions, exploring what makes them
happy or sad. Staff provide warm reassurance and develop responsive relationships with
the children in their care. Children with SEND form warm and positive relationships with their
key staff. For example, staff recognise when children with SEND are reluctant to join an
activity and understand that they may want to practise walking instead. Staff are intuitive to
children's individual needs. This helps children to settle, feel secure and promotes their
emotional wellbeing.
Staff ensure that children's meals and snacks are nutritious and meet children's individual
needs. This includes at appropriate stages of weaning and in regards to allergies and
dietary requirements. Staff discuss with children and parents and carers the importance of
oral hygiene. Children enjoy using the models and equipment to practise brushing teeth.
Staff complete regular checks of all areas, including the outdoor area. They talk to children
about wearing hats and coats to keep warm and dry. Children are encouraged to take
manageable risks, such as attempting to balance on equipment. This helps to build
resilience and confidence in their own abilities.
Curriculum and teaching Expected standard
Leaders have an accurate understanding of the quality of the curriculum. They know the
skills and knowledge they want children to learn to support their next steps in learning. All
children access an ambitious curriculum. This includes those with special educational needs
and/or disabilities and those known (or previously known) to children's social care.

Communication and language and personal and social development are a key focus of the
curriculum. This includes providing commentary, introducing new vocabulary and using
visual timetables. Books and stories are regularly shared throughout the day. For instance,
babies enjoy sitting with a member of staff and exploring the 'Dear Zoo' book. Children
giggle as staff roar like a lion, and they eagerly mimic the noises that animals make.
Overall, high-quality interactions and well-focused assessment help to support children's
needs. However, occasionally staff do not adapt or refine their teaching methods to suit the
individual learning needs of children. Children make typical progress from their starting
points, are very sociable and respectful towards staff and each other. Mealtimes are social
occasions, where children use good manners and independently serve themselves. Children
develop their physical skills. They manipulate dough and use a range of mark-making tools,
strengthening their motor skills.
Leadership and governance Expected standard
Leaders are knowledgeable and passionate about providing high-quality care and education
for all children and families attending. They regularly evaluate the provision and have a
general understanding of areas for development. For instance, leaders understand that
monitoring of teaching needs to be more robust to identify and address some minor
inconsistencies in staff's practice. All staff engage in regular supervision sessions, which
enables them to discuss any concerns, analyse training needs and reflect on their practice.
Staff report that leaders are very supportive, and staff wellbeing is high across the setting.
Leaders work well with parents and carers and other professionals to ensure children's
needs are met. Swift referrals are made where needed. This helps to support children,
including disadvantaged children, those with special educational needs and/or disabilities
(SEND) or those known (or previously known) to children's social care. Leaders make
informed decisions in the best interests of children, including those with SEND. They use
funding appropriately to support children's wellbeing and development. For example, leaders
have purchased specialist resources and training to support children's individual needs.
Parents speak positively about the nursery. They feel well informed about their child's
achievements and ways in which they can support their children's development.
What it's like to be a child at this setting
Children are happy, confident and feel safe at this setting. Children form close bonds with
staff, who are kind, caring and nurturing. They leave their parents and carers with ease and

are eager to share their thoughts and ideas with each other and staff. Staff plan a wide
range of experiences, following children's interests. For instance, children experiment as
they roll cars across a number line, estimating which number their car may land on. Children
are engaged, motivated and have a positive attitude to learning. All children achieve well
and are supported to develop the skills they need to move on to their next stage of learning.
Children are particularly well supported to develop their physical skills. All children spend a
significant amount of time outside in the fresh air. Older children use their imagination well
as they pretend to fix bicycles in the garage, and use spray bottles with coloured water to
make marks on material. Babies develop their large muscles as they climb up steps and
propel themselves down a slide. Younger children dig in the mud and enjoy looking for bugs
and worms. Staff plan for and support children's individual learning and development,
offering an accessible curriculum to all, including children with special educational needs
and/or disabilities. Children enjoy regular trips to a forest school, where they explore the
natural environment. All children, including those with barriers to learning, make typical
progress from their starting points and are thriving.
Staff plan and provide a range of activities for children to enjoy, which cover all areas of
learning well. For example, staff plan activities to develop children's knowledge of festivals
and other cultures. Staff encourage children to develop their independence and confidence
through a range of strategies. For instance, staff follow children's interests as they request to
design a dragon using cardboard boxes. Staff use positive strategies to support behaviour,
such as encouraging turn-taking and supporting children to think about how to resolve minor
disagreements.
Next steps
Leaders should support staff to strengthen practice to ensure there are consistent high-
quality interactions across the setting, so all children make effective progress from their
starting points.
Leaders should enhance routines to ensure that all children consistently engage in
meaningful learning during these times, to extend their knowledge and skills.
About this inspection
The inspector spoke with leaders, staff, special educational needs coordinators, 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.

Inspector:
Julie Campbell
About this setting
Unique reference number (URN): 2496935
Address:
Mowden Park Arena
Neasham Road
Hurworth Moor
Darlington
Darlington
DL2 1DL
Type: Childcare on non-domestic premises
Registration date: 17/09/2018
Registered person: Serendipity Pre-School Committee
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30
Local authority: Darlington
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 18 February 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places

57
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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