URN EY556966 · Inspected 2026-08-12 · Published 2026-09-17 · Inspector: Beverley Devlin
Unicorn Nursery Maesbury Unique reference number (URN): EY556966 Address: Unicorn Nursery, Main Road, Maesbury Marsh, Shropshire, SY10 8HD Type: Childcare on non-domestic premises Registered with Ofsted: 24/01/2018 Registers: EYR, CCR Registered person: Sandwell Supply Nursery Services Limited Inspection report: 12 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 Achievement Strong standard Children make strong and sustained progress through the curriculum, particularly in communication and language. Babies show emerging communication by making eye contact, babbling in response to adults and using gestures to express their needs. Toddlers follow simple instructions, use 2- to 3-word phrases and begin to retell familiar events. Pre- school children use new vocabulary confidently, speak in full sentences, ask questions and engage in meaningful dialogue with adults and peers. Children with special educational needs and/or disabilities use visual signs and gestures to follow routines and practise co-regulation strategies to remain settled. They participate in small-group activities with growing confidence. Targeted language input enables children with delayed speech to expand their vocabulary and communicate their ideas more clearly. Across the nursery, children develop independence, confidence and readiness to continue learning successfully. Babies develop physical control, curiosity and early social awareness. Toddlers show resilience by persisting with challenges, counting in play and recognising familiar print in the environment. Pre-school children demonstrate early literacy by identifying sounds, recognising their name, and enjoying books independently. They show mathematical awareness through comparing quantities, using positional language and solving simple problems. Behaviour, attitudes and establishing routines Strong standard Strategic leadership provides clear direction, ensuring staff understand how to create calm, predictable environments where children feel secure and ready to learn. Leaders model high expectations and support staff to embed consistent approaches to emotional regulation, transitions and behaviour management. This results in routines that are well established and understood by children. Approaches to behaviour and routines are inclusive and personalised. Children with special educational needs and/or disabilities, disadvantaged children and those known to social care receive tailored support that enables them to participate fully and remain settled and ready to learn. Children demonstrate positive attitudes to learning. They sustain their attention, explore with curiosity and participate confidently in group activities. Staff scaffold thinking, encourage problem-solving and celebrate children's efforts, helping them develop motivation and pride in their achievements. Staff interact with children warmly and sensitively, helping them develop trust, confidence and independence. Babies seek comfort readily and receive attuned care, while older children show growing resilience and cooperation. Staff respond promptly to children's cues, reducing anxiety and supporting strong engagement. Attendance is monitored carefully. Staff work closely with families to promote regular attendance and address emerging concerns, ensuring children benefit from continuity and secure attachments. Children's welfare and wellbeing Strong standard Children's welfare and wellbeing are consistently prioritised across the setting. Staff provide warm, attuned and responsive care that helps children feel safe, secure and confident. Babies benefit from sensitive interactions that support attachment and early emotional regulation. Older children benefit from predictable routines and calm environments that promote comfort, stability and independence. Children show high levels of trust in staff, demonstrating that daily care practices have a positive impact on their emotional security. Leadership of welfare and wellbeing is strong. Leaders set clear expectations for high- quality care and model the respectful, nurturing interactions they expect staff to use. They maintain effective oversight of routines, supervision and care practices, ensuring these consistently promote children's safety and emotional development. Staff are skilled in developing and supporting children's welfare and wellbeing. They respond promptly to children's cues, offering comfort and reassurance when needed. Care routines, such as mealtimes, toileting and sleep times, are carried out with dignity and respect. Inclusive approaches ensure children with special educational needs and/or disabilities, disadvantaged children and those known to social care receive personalised support that meets their individual needs. Curriculum and teaching Strong standard Leaders plan a well-defined curriculum intent and ensure staff understand how this translates into daily practice. The curriculum is coherently designed and sequenced, enabling children to build knowledge and skills progressively from babies through to pre- school. Babies encounter early concepts through songs, simple stories and exploratory play. Toddlers develop early mathematical and scientific understanding through sorting, filling, transporting and investigating materials. Older children broaden their vocabulary, strengthen their reasoning, and deepen their early literacy as they retell familiar stories and engage in problem-solving activities. Planning identifies the vocabulary, concepts and behaviours children need to secure the best start in life. Teaching is consistently high quality. Staff model language, scaffold children's thinking, and create calm, engaging environments that promote curiosity and sustained attention. Interactions are purposeful and responsive, helping children explore, problem-solve and develop confidence. Babies benefit from highly personalised, attuned care and repeated opportunities to practise early communication. Toddlers receive clear explanations and encouragement to try new challenges. Pre-school children engage in rich conversations, collaborative play and early critical thinking. Staff adjust routines, environments and activities so that children with special educational needs and/or disabilities, disadvantaged children and those known to social care can participate fully. Babies with emerging needs receive sensory regulation and predictable routines. Toddlers benefit from visual supports and structured choices. Pre-school children access targeted language, social and emotional interventions. Barriers are reduced through personalised strategies and strong partnership with families. Overall, curriculum and teaching are secure, coherent and inclusive, enabling all children to achieve well. Inclusion Strong standard The setting demonstrates a strong and proactive approach to identifying, assessing and meeting children's needs. Staff know children extremely well and use observations, parental discussions and multi-agency information to build an accurate picture of each child's development. Needs are identified early and staff respond with personalised strategies that reduce barriers and enable children's full participation. Adaptations such as sensory support, visual cues, predictable routines and co-regulation are used reliably and thoughtfully. Staff adjust the environment to meet children's needs rather than expecting children to adapt, resulting in children who are settled, engaged and able to make sustained progress. Disadvantaged children are supported with precision and ambition. Staff understand the impact of disadvantage and provide targeted interactions, language-rich experiences and emotional support. Additional funding is used purposefully to strengthen provision and close gaps. Consistent key-person relationships, well-planned activities and opportunities to build confidence ensure disadvantaged children make strong progress and are fully included. Provision for children with special educational needs and/or disabilities (SEND) is a significant strength. Staff demonstrate deep understanding of sensory needs, communication differences and emotional regulation. Strategies from external professionals are implemented reliably, and staff work closely with families to ensure support is coherent. Children with SEND show clear progress in regulation, communication, engagement and confidence, and are fully included in daily routines. Leadership and governance Strong standard Leadership and governance are highly effective, coherent and improvement-focused. Strategic governance offers robust oversight and clear direction, ensuring children's safety, wellbeing and learning remain central to decision-making. Leaders articulate a strong vision for high-quality early education and create a reflective culture where staff understand expectations and work consistently to deliver high-quality provision. Self-evaluation is honest and purposeful, enabling leaders to refine practice and respond promptly to emerging needs. Leaders use staff feedback and parental views to refine approaches, demonstrating a culture that prioritises ongoing development. Staff wellbeing and workload are managed thoughtfully. Leaders foster a positive team culture where staff feel valued, listened to and supported. Workload is balanced through clear routines, shared responsibilities and effective communication. Professional learning and expertise are promoted very well. Staff access relevant training in safeguarding, special educational needs and/or disabilities, behaviour support and curriculum delivery. Coaching, modelling and supervision help staff embed new learning and strengthen practice. Reflective discussions between leaders and the staff team support consistency and strengthen staff knowledge of early childhood development. Parental and community engagement is a strong feature. Leaders build trusting relationships with families, communicate openly and work sensitively with parents who may be hesitant to engage. The setting actively opens its doors to families, engaging parents through stay-and-play sessions, forest school experiences, charity events and sports activities. This strong partnership extends into the wider community, with families and staff working together to raise funds for a defibrillator, which is now accessible to local residents. Partnerships with external professionals and community organisations are purposeful. These partnerships ensure children receive timely, specialist support, experience enriched learning opportunities and develop the confidence, knowledge and security they need to thrive. 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 What it's like to be a child at this setting Children achieve very well because staff provide warm, purposeful and developmentally appropriate interactions that build confidence, independence and early learning skills. Babies explore treasure baskets, water trays and textured materials, practising early communication through babbling, gesture and shared attention. Toddlers experiment with cause-and-effect toys, join in simple songs and begin to use early mathematical language, such as 'more' and 'big'. Pre-school children take part in small-group discussions, story retelling and problem-solving activities that extend vocabulary, reasoning and early phonetical awareness. Children with special educational needs and/or disabilities (SEND) and disadvantaged children make strong progress from their individual starting points. Adaptations, targeted strategies and close partnerships with parents ensure barriers are removed and children participate fully. Children feel a strong sense of belonging. Relationships between staff and children are warm, attuned and emotionally secure. Babies seek comfort readily and receive sensitive, responsive care. Toddlers show growing confidence, approaching adults for help and sharing their achievements. Pre-school children engage in sustained conversations, negotiate with peers and demonstrate trust in adults. The environment is calm, predictable and thoughtfully organised. Babies benefit from cosy spaces and consistent routines. Toddlers learn what happens next through visual cues and simple instructions. Pre-school children manage transitions independently and understand staff's expectations. Staff welcome families warmly and communicate openly, ensuring parents feel included and respected. Children thrive because safeguarding processes, arrangements for children with SEND and daily routines are professionally managed. Staff supervise children closely, maintain safe environments and identify concerns, including in nonverbal or very young children. Multi- agency recommendations are implemented consistently, and staff use co-regulation, sensory strategies and predictable routines to help children remain settled and ready to learn. Across all rooms, children are safe, confident and thriving. Leaders promote the importance of attendance exceptionally well. They communicate clear expectations to families, monitor patterns closely, and ensure staff understand that consistent attendance is essential for children's learning, wellbeing and early development. Next steps Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing. About this inspection The inspector spoke with leaders, practitioners, the special educational needs coordinator, 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. Inspector: Beverley Devlin About this setting Unique reference number (URN): EY556966 Address: Unicorn Nursery Main Road Maesbury Marsh Shropshire SY10 8HD Type: Childcare on non-domestic premises Registration date: 24/01/2018 Registered person: Sandwell Supply Nursery Services Limited Register(s): EYR, CCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Shropshire Council Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 12 August 2026 Children numbers Age range of children at the time of inspection 0 to 10 Total number of places 59 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. 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