Hatton Children's Nursery and Holiday Club

Grades by area

Behaviour, attitudes and establishing routines

Strong standard

Leaders and staff have embedded a highly positive and nurturing environment, where all children flourish. Routines across the nursery consistently promote positive behaviours. Children know and respectfully follow the rules of the nursery. For example, younger children are encouraged to use their 'walking feet' indoors and are taught how this keeps them safe. Children are gently reminded to use their manners, show appreciation for one another and learn how to take turns. Staff effectively teach children about risks and how to keep themselves safe, such as by washing their hands after they have handled the guinea pigs. Children's behaviour is exemplary as a result. Staff devote time to helping children feel settled. They gather information from parents about children's individual needs and interests, such as their favourite song, and sleeping routines. This helps to build warm and trusting relationships with the child and their family. Children find great comfort and reassurance in having photos of their family members nearby during settling-in times. Children thrive on the encouragement and explicit praise they receive for all their achievements. This helps to increase children's confidence, their self-esteem and their resilience. For example, staff praise a child who independently uses the toilet. Leaders place a strong emphasis on supporting children's attendance. They work closely with parents to address any changes that may impact on attendance, so that children are able to fully benefit from the curriculum.

Achievement

Expected standard

All children progress well from their starting points and are suitably prepared for their next stage in learning. They confidently initiate conversations during their play, using an increasing vocabulary to describe their thoughts and what they are doing. For example, children use a wide range of descriptive language when talking about animals, their habitats and what care they require. Children are curious and excited to explore their learning environment. They make choices about their play, take turns and think about their friends' needs, such as during song and circle times. Children are supported to regulate their emotions, enabling them to act in positive ways, grow resilience and develop self-control. Children are happy, confident learners who are able to express their own wants and needs. Children develop their independence skills and manage their own self-care skills, such as by dressing and feeding themselves. However, children could achieve more through extended opportunities at mealtimes, such as by pouring their own drinks.

Children's welfare and wellbeing

Expected standard

Leaders prioritise children's individual care, health and wellbeing through established policies and daily routines. Children access a secure and welcoming play environment, where they feel confident to explore. Children's emotional wellbeing is supported through warm, caring and trusting relationships with staff, who know them well. Staff have a detailed understanding of children's individual needs, interests and circumstances. This helps them to adapt support effectively, to help all children feel safe, valued and included. Staff work closely with parents and external professionals to ensure that children's individual needs are met, including for children with special educational needs and/or disabilities and those who face barriers to learning and wellbeing. Leaders ensure that staff receive specialised training when required. Children are expected to follow appropriate hygiene routines, such as wiping their noses and washing hands before meals. Children fully understand the importance of doing so and how this helps to protect their health. Staff teach children about healthy lifestyles through discussions about physical exercise, healthy eating and self-care routines. For example, children have discussions about the importance of protecting themselves in hot, sunny weather. Mealtimes typically provide opportunities for children to develop self-help skills, such as feeding themselves and cutting their own food. However, opportunities for older children to develop their independence are more limited.

Curriculum and teaching

Expected standard

Leaders have implemented a well-designed curriculum that builds effectively on what children already know and can do. This is accessible for every child, including those who face barriers to their learning and those with special educational needs and/or disabilities. Staff naturally adapt their practice to ensure children receive appropriate support at the right time. Staff plan fun and engaging activities that are developed from children's interests and take into account each child's age and stage of development. The curriculum is typically taught well by staff. At times, staff are skilled at extending children's thinking, curiosity and problem-solving skills; however, this is not consistent across the whole team. Staff use assessments well to identify children's next steps in learning. For example, staff recognise the rapid physical growth of babies, so they are provided with regular opportunities to increase their muscle strength, mobility and sense of balance during indoor play and soft-play sessions. There is a sustained focus on developing children's communication and language skills through daily routines and activities. Children join in with songs and rhymes, such as the 'bean song', which extends their use of vocabulary and teaches mathematical concepts about size, shape and spatial reasoning. Older children enjoy creative experiences where they can practise their early writing skills. Children are supported to 'have a go' and try new experiences, such as pumpkin picking, growing plants and using tools safely in the weekly forest school sessions.

Inclusion

Expected standard

Leaders and staff create an inclusive environment, where there are high expectations for all children. Children's needs are accurately identified through regular assessments and effective partnerships with parents. As a result, children's individual care and learning needs are understood and respected. Staff are caring, attentive and attuned to children's individual behaviours. Consequently, children with special educational needs and/or disabilities, or those who face barriers to their learning, are supported well and make steady progress from their starting points. Staff work regularly with other professionals and complete specialised training to ensure children's individual care needs are met. Leaders actively complete research to help them gain further knowledge and understanding of children's complex needs, and therefore promote positive outcomes for children. Staff make adaptations to practice, for example by ensuring activity times are scheduled so that all children can fully participate with their peers. All children have access to appropriate outdoor clothing, supplied by the setting, so that they can fully participate in activities. Leaders demonstrate a clear commitment to supporting all children; however, they do not have sufficient knowledge about additional funding and external support, which could be used to enhance children's learning and their transition to school even further.

Leadership and governance

Expected standard

Leaders have created a welcoming, family-oriented and inclusive nursery where all children and families are valued. Leaders make thoughtful decisions and take positive action to support children's learning, development and wellbeing. This is particularly evident in the high level of support provided for children with special educational needs and/or disabilities and those who face other barriers to their learning and wellbeing. However, leaders also recognise their limited knowledge regarding additional funding and how this can be used to further enhance children's experiences at the setting. Parents and carers speak highly of the care, support and learning experiences provided. They value the secure relationships their children have with staff. Parents particularly appreciate the opportunities children have to learn through outdoor experiences and engagement with the local farm park. Leaders are reflective in identifying opportunities for further development and monitor the quality of the provision. For example, leaders are currently developing an additional outdoor area for babies; this intends to enhance children's access to outdoor play in all weathers. Staff wellbeing is prioritised by leaders. Staff comment on how much they feel valued and enjoy working with the team. Leaders ensure that staff access regular professional development opportunities. This supports staff to continually improve the quality of learning and development experiences for children.

What it's like to be a child at this setting

Children are very excited to start their day at this family-oriented setting. Children settle quickly and thrive in the warm and welcoming environment. They form secure relationships with staff, who fully understand children's individual needs. This helps children feel safe and confident to explore the well-resourced play environments. Children develop highly positive attitudes towards their learning and build strong friendships with each other. They show kindness, respect and thought for others as they decide whose hand to hold in preparation for their outing. Children are supported to manage their emotions and consistently behave in positive ways through well-embedded routines and clear expectations. Children benefit from a well-balanced curriculum across all areas of learning, which ignites their curiosity and promotes high levels of engagement. For example, children regularly visit a local farm park, where they learn about nature and wildlife. They show delight as they gently pet guinea pigs and count how many eggs a chicken has laid. Children are fascinated to learn about the farm animals and birds of prey, and to learn about what they eat. Children develop their mathematical learning through daily routines and activities, such as exploring the different sizes of sea creatures and counting during song times. Children take pride in their achievements as they freely create drawings and practise their early writing skills. There are opportunities for children to develop their self-care and independence, such as through handwashing, toileting and using cutlery to cut up their food. However, opportunities for older children could be enhanced further. Children make steady progress from their starting points, and gain essential skills in preparation for their next stage of learning. All children, including those who may face barriers to their learning, receive appropriate support to ensure they can participate in activities. Transition arrangements support children as they move within the setting and start their journey on to school. Children's attendance is well supported through effective partnerships with parents.

Next steps

Leaders should increase their knowledge about and access to additional funding and external support, so that this can be used to enhance children's learning and development and transitions into school. Leaders should provide additional training and support for staff so that the quality of teaching can be further improved. Leaders should provide further opportunities for children to develop their independence skills.

About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator 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.

About this setting

URN: EY445266
Address: Hatton Adventure Farm Hatton Warwick CV35 8XA
Type: Childcare on Non-Domestic Premises, Full day care
Registration date: 24/04/2012
Registered person: Hopes and Dreams Day Nurseries Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Warwickshire

Facts and figures

Age range at inspection: 1 to 4
Total places: 89

Data from 3 August 2026

Hatton Children's Nursery and Holiday Club Unique reference number (URN): EY445266 Address: Hatton Adventure Farm, Hatton, Warwick, CV35 8XA Type: Childcare on non-domestic premises Registered with Ofsted: 24/04/2012 Registers: EYR, CCR, VCR Registered person: Hopes and Dreams Day Nurseries Ltd Inspection report: 3 August 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 Behaviour, attitudes and establishing routines Strong standard Leaders and staff have embedded a highly positive and nurturing environment, where all children flourish. Routines across the nursery consistently promote positive behaviours. Children know and respectfully follow the rules of the nursery. For example, younger children are encouraged to use their 'walking feet' indoors and are taught how this keeps them safe. Children are gently reminded to use their manners, show appreciation for one another and learn how to take turns. Staff effectively teach children about risks and how to keep themselves safe, such as by washing their hands after they have handled the guinea pigs. Children's behaviour is exemplary as a result. Staff devote time to helping children feel settled. They gather information from parents about children's individual needs and interests, such as their favourite song, and sleeping routines. This helps to build warm and trusting relationships with the child and their family. Children find great comfort and reassurance in having photos of their family members nearby during settling-in times. Children thrive on the encouragement and explicit praise they receive for all their achievements. This helps to increase children's confidence, their self-esteem and their resilience. For example, staff praise a child who independently uses the toilet. Leaders place a strong emphasis on supporting children's attendance. They work closely with parents to address any changes that may impact on attendance, so that children are able to fully benefit from the curriculum. Achievement Expected standard All children progress well from their starting points and are suitably prepared for their next stage in learning. They confidently initiate conversations during their play, using an increasing vocabulary to describe their thoughts and what they are doing. For example, children use a wide range of descriptive language when talking about animals, their habitats and what care they require. Children are curious and excited to explore their learning environment. They make choices about their play, take turns and think about their friends' needs, such as during song and circle times. Children are supported to regulate their emotions, enabling them to act in positive ways, grow resilience and develop self-control. Children are happy, confident learners who are able to express their own wants and needs. Children develop their independence skills and manage their own self-care skills, such as by dressing and feeding themselves. However, children could achieve more through extended opportunities at mealtimes, such as by pouring their own drinks. Children's welfare and wellbeing Expected standard Leaders prioritise children's individual care, health and wellbeing through established policies and daily routines. Children access a secure and welcoming play environment, where they feel confident to explore. Children's emotional wellbeing is supported through warm, caring and trusting relationships with staff, who know them well. Staff have a detailed understanding of children's individual needs, interests and circumstances. This helps them to adapt support effectively, to help all children feel safe, valued and included. Staff work closely with parents and external professionals to ensure that children's individual needs are met, including for children with special educational needs and/or disabilities and those who face barriers to learning and wellbeing. Leaders ensure that staff receive specialised training when required. Children are expected to follow appropriate hygiene routines, such as wiping their noses and washing hands before meals. Children fully understand the importance of doing so and how this helps to protect their health. Staff teach children about healthy lifestyles through discussions about physical exercise, healthy eating and self-care routines. For example, children have discussions about the importance of protecting themselves in hot, sunny weather. Mealtimes typically provide opportunities for children to develop self-help skills, such as feeding themselves and cutting their own food. However, opportunities for older children to develop their independence are more limited. Curriculum and teaching Expected standard Leaders have implemented a well-designed curriculum that builds effectively on what children already know and can do. This is accessible for every child, including those who face barriers to their learning and those with special educational needs and/or disabilities. Staff naturally adapt their practice to ensure children receive appropriate support at the right time. Staff plan fun and engaging activities that are developed from children's interests and take into account each child's age and stage of development. The curriculum is typically taught well by staff. At times, staff are skilled at extending children's thinking, curiosity and problem- solving skills; however, this is not consistent across the whole team. Staff use assessments well to identify children's next steps in learning. For example, staff recognise the rapid physical growth of babies, so they are provided with regular opportunities to increase their muscle strength, mobility and sense of balance during indoor play and soft-play sessions. There is a sustained focus on developing children's communication and language skills through daily routines and activities. Children join in with songs and rhymes, such as the 'bean song', which extends their use of vocabulary and teaches mathematical concepts about size, shape and spatial reasoning. Older children enjoy creative experiences where they can practise their early writing skills. Children are supported to 'have a go' and try new experiences, such as pumpkin picking, growing plants and using tools safely in the weekly forest school sessions. Inclusion Expected standard Leaders and staff create an inclusive environment, where there are high expectations for all children. Children's needs are accurately identified through regular assessments and effective partnerships with parents. As a result, children's individual care and learning needs are understood and respected. Staff are caring, attentive and attuned to children's individual behaviours. Consequently, children with special educational needs and/or disabilities, or those who face barriers to their learning, are supported well and make steady progress from their starting points. Staff work regularly with other professionals and complete specialised training to ensure children's individual care needs are met. Leaders actively complete research to help them gain further knowledge and understanding of children's complex needs, and therefore promote positive outcomes for children. Staff make adaptations to practice, for example by ensuring activity times are scheduled so that all children can fully participate with their peers. All children have access to appropriate outdoor clothing, supplied by the setting, so that they can fully participate in activities. Leaders demonstrate a clear commitment to supporting all children; however, they do not have sufficient knowledge about additional funding and external support, which could be used to enhance children's learning and their transition to school even further. Leadership and governance Expected standard Leaders have created a welcoming, family-oriented and inclusive nursery where all children and families are valued. Leaders make thoughtful decisions and take positive action to support children's learning, development and wellbeing. This is particularly evident in the high level of support provided for children with special educational needs and/or disabilities and those who face other barriers to their learning and wellbeing. However, leaders also recognise their limited knowledge regarding additional funding and how this can be used to further enhance children's experiences at the setting. Parents and carers speak highly of the care, support and learning experiences provided. They value the secure relationships their children have with staff. Parents particularly appreciate the opportunities children have to learn through outdoor experiences and engagement with the local farm park. Leaders are reflective in identifying opportunities for further development and monitor the quality of the provision. For example, leaders are currently developing an additional outdoor area for babies; this intends to enhance children's access to outdoor play in all weathers. Staff wellbeing is prioritised by leaders. Staff comment on how much they feel valued and enjoy working with the team. Leaders ensure that staff access regular professional development opportunities. This supports staff to continually improve the quality of learning and development experiences for children. 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 very excited to start their day at this family-oriented setting. Children settle quickly and thrive in the warm and welcoming environment. They form secure relationships with staff, who fully understand children's individual needs. This helps children feel safe and confident to explore the well-resourced play environments. Children develop highly positive attitudes towards their learning and build strong friendships with each other. They show kindness, respect and thought for others as they decide whose hand to hold in preparation Inspector: for their outing. Children are supported to manage their emotions and consistently behave in positive ways through well-embedded routines and clear expectations. Children benefit from a well-balanced curriculum across all areas of learning, which ignites their curiosity and promotes high levels of engagement. For example, children regularly visit a local farm park, where they learn about nature and wildlife. They show delight as they gently pet guinea pigs and count how many eggs a chicken has laid. Children are fascinated to learn about the farm animals and birds of prey, and to learn about what they eat. Children develop their mathematical learning through daily routines and activities, such as exploring the different sizes of sea creatures and counting during song times. Children take pride in their achievements as they freely create drawings and practise their early writing skills. There are opportunities for children to develop their self-care and independence, such as through handwashing, toileting and using cutlery to cut up their food. However, opportunities for older children could be enhanced further. Children make steady progress from their starting points, and gain essential skills in preparation for their next stage of learning. All children, including those who may face barriers to their learning, receive appropriate support to ensure they can participate in activities. Transition arrangements support children as they move within the setting and start their journey on to school. Children's attendance is well supported through effective partnerships with parents. Next steps Leaders should increase their knowledge about and access to additional funding and external support, so that this can be used to enhance children's learning and development and transitions into school. Leaders should provide additional training and support for staff so that the quality of teaching can be further improved. Leaders should provide further opportunities for children to develop their independence skills. About this inspection The inspector spoke with leaders, practitioners and the special educational needs coordinator 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. Lisa Robinson About this setting Unique reference number (URN): EY445266 Address: Hatton Adventure Farm Hatton Warwick CV35 8XA Type: Childcare on non-domestic premises Registration date: 24/04/2012 Registered person: Hopes and Dreams Day Nurseries Ltd Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Warwickshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 3 August 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 89 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. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright