St. Peter's Nursery School

St. Peter's Nursery School
Unique reference number (URN): 2746436
Address: St. Peters Church Office, Laleham Road, Staines-upon-Thames, TW18 2DX
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/08/2023
Registers: EYR
Registered person: Kolodziejska, Iwona
Inspection report: 19 June 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
Achievement Expected standard
Children are developing their language and communication skills. They engage in group
activities that focus on supporting their speech and language skills. Children recall new
vocabulary, such as 'jellyfish', as they revisit familiar stories. Children take turns as they
create structures with blocks. Children count in their play and use language such as 'big'
and 'small' as they compare the sizes of dinosaurs. Children develop their independence as
they learn to use cutlery at mealtimes.
Overall, children achieve well from their starting points and gain skills that prepare them for
their move on to school. Children do not benefit from learning through the routines of the
nursery and become distracted due to the lack of organisation at these times.
Children's welfare and wellbeing Expected standard
Leaders and staff prioritise the wellbeing and welfare of all children, including those who are
disadvantaged and those with special educational needs and/or disabilities. Staff develop
positive relationships with children. Children leave their parents and carers with ease and
settle quickly. Staff are warm and caring, which helps children to feel safe and secure. They
plan engaging learning environments and follow children's interests. Staff ensure that
children spend time outdoors every day.
Children learn the benefits of healthy foods as they grow fruits such as strawberries.
Furthermore, during mealtimes, staff talk to children about healthy foods and encourage
them to make choices that support their growth and development. Generally, children learn
to be kind to one another and share resources. They play cooperatively with their friends.
Typically, staff implement suitable hygiene practices to help children develop healthy habits
for the future. However, some of these times are disorderly, and staff do not support
children's engagement.
Curriculum and teaching Expected standard
Since the last inspection, leaders have improved the curriculum. They are clear about the
curriculum design and how this supports children with special educational needs and/or
disabilities and children who may face barriers to their learning. Leaders use regular
supervision sessions and their observations to develop the skills staff need to adapt their
teaching and extend children's learning as they play.
Staff plan and deliver activities where children learn and practise age-appropriate skills and
knowledge. They support children who speak English as an additional language. For
instance, they plan small-group times and use stories with props. This helps all children to
develop their communication and language.
Staff plan ample opportunities for children to develop their physical strength and
coordination. Children explore and move in a variety of ways, such as climbing, balancing

Needs attention
and running. Staff use these experiences to strengthen children's large-muscle skills,
balance and coordination. For instance, children scoop sand as they search for dinosaurs
and recall the names. Younger children are curious as they learn how to use a water
fountain while they explore the role-play lily pads and frogs. Staff count alongside children,
supporting their early mathematical knowledge.
Staff sensitively consider the needs of children who have been identified as requiring
additional support. However, transitions are not yet effective and are unorganised at times.
Staff try to manage too many children at once while they wash their hands, use the
bathroom and move between the garden and indoors. This means that children do not
benefit from learning through the routines of the nursery.
Inclusion Expected standard
Leaders and staff take time to get to know each child and their family. They work with
parents and carers from the outset. This helps staff to identify any gaps in children's learning
or those children with special educational needs and/or disabilities early on. Leaders work in
partnership with external professionals. This two-way approach helps children to typically
progress in their learning and development.
Leaders have improved support for children who speak English as an additional language.
Staff have completed training to support these children. For example, staff use visual
prompts and simplify language for children. This is effective in helping children to develop
their language skills and their confidence in forming relationships with their peers.
Staff provide focused interventions that support children to develop their language, as well
as their ability to communicate through other methods. This promotes children's confidence
and ability to make friends. However, leaders do not recognise when staff need support to
ensure that transitions are adapted to support children's individual needs. This means
children do not benefit from these times to further their learning and development.
Behaviour, attitudes and establishing routines Needs attention
Overall, children enjoy attending the nursery and generally engage well with the activities
available. However, leaders do not ensure that staff support children effectively at times of
transition. Although children know the routines, staff do not manage these effectively. Staff
do not support children with clear instructions. This causes children to tend to run and push
each other. Staff do not consider how to support children with their self-care, as they take
too many children at one time to the toilet. This means children are not sure what is
expected of them and run around, pulling tissue from the hand dryer. Furthermore, as
children line up and move between the indoor and outdoor environments, they tend to push
their peers in front. This means children do not learn from the intended learning
opportunities at these times, including children with special educational needs and/or
disabilities.

Leaders have improved group times. Children listen well to the attentive staff, who deploy
themselves effectively. However, leaders have not recognised transitions as an area for
development or how to improve staff's approach to supporting children's behaviour. Leaders
promote the importance of children's regular attendance. They monitor attendance patterns
and work with families to support children's consistent routines. This helps to promote a
positive attitude towards future attendance at school.
Leadership and governance Needs attention
Although leaders are able to identify areas of improvement, they have not ensured that there
is a named deputy manager in place. This is a breach of requirements. This means they
have not identified an appropriate person to manage in their absence with the relevant
support and coaching.
Since the last inspection, leaders have focused on targeted teaching in group times to
support children's communication and language. Staff report they are well supported. They
comment on the training they have received to implement strategies to support children who
speak English as an additional language. However, leaders do not recognise the impact of
planned transitions and how they can manage these effectively to support children's
behaviour and learning.
Leaders have established positive relationships with parents and carers. They use a variety
of ways to engage parents in supporting their children's next steps and to understand their
child's developmental stage. For instance, leaders invite parents into the nursery for play
sessions. This helps staff to strengthen their relationships with parents even more.
Leaders work with external professionals so children, including those with special
educational needs and/or disabilities and those who face other barriers to their learning,
receive appropriate and targeted support. This two-way approach helps children make
typical progress in their learning and development.
What it's like to be a child at this setting
Leaders have not ensured that there is a named deputy manager in place. This is a breach
of requirements. Leaders and staff do not consider how to support children at times of
transition. This results in the noise levels in the nursery becoming loud, and children are not
sure what is expected of them. This impacts negatively on children's behaviour.

Children typically demonstrate that they feel settled, and they enjoy attending the nursery.
Typically, they benefit from an inclusive curriculum. Staff quickly identify children who may
need additional support. They work closely with external agencies and families to ensure
that children receive timely interventions. Since the last inspection, leaders have focused on
supporting children's communication and language skills. Children with special educational
needs and/or disabilities or who speak English as an additional language are identified
quickly. Staff work with external agencies to offer strategies and reduce any barriers to
children's learning. This supports children's progress from their starting points.
Staff use books and songs consistently to support children's speech and language
development. They extend the use of books into play as children search for various sea
creatures. Children hear number language in their play as they push their toy cars through
the pretend car wash. Older children compare the sizes of wooden building logs as they
play. These skills support children's early mathematical development.
Children particularly enjoy the outdoor environment, which forms a key part of the
curriculum. Staff recognise the importance of outdoor learning. They provide children with
activities that foster their interests, such as dinosaurs hidden in the sand and small toys,
such as diggers. Staff provide children with regular opportunities to climb, run and explore.
This supports children's physical development. Children enjoy healthy meals and learn
about making positive choices.
Positive partnerships with parents and carers help staff to understand children's individual
needs well. Children are proud to show their parents their favourite stories in the nursery
during planned stay-and-play sessions. Leaders promote children's attendance effectively.
They follow up on absences promptly. Leaders work closely with parents to ensure that they
understand the importance of regular attendance for their child's learning and development.
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 the routines for children, particularly at
transition times, to support their learning and positive
behaviour
15/07/2026
ensure that there is a named deputy manager in place
to manage the nursery in the manager's absence
15/07/2026

Inspector:
Kelly Lane
About this setting
Unique reference number (URN): 2746436
Address:
St. Peters Church Office
Laleham Road
Staines-upon-Thames
TW18 2DX
Type: Childcare on non-domestic premises
Registration date: 30/08/2023
Registered person: Kolodziejska, Iwona
Register(s): EYR
Operating hours: Monday,Tuesday : 08:00 - 13:00,Wednesday,Thursday : 08:00 -
17:00,Friday : 08:00 - 13:00
Local authority: Surrey
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 19 June 2026
About this inspection
The inspector spoke with leaders, staff, children, parents and carers 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.

Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
15
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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