URN 2857873 · Inspected 2026-08-13 · Published 2026-09-17 · Inspector: David Watkins
Warsash Early Years Centre Unique reference number (URN): 2857873 Address: The Old School, 128 Church Road, Warsash, Southampton, Hampshire, SO31 9GF Type: Childcare on non-domestic premises Registered with Ofsted: 10/09/2025 Registers: EYR, CCR, VCR Registered person: Warsash Early Years Centre Ltd Inspection report: 13 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 consistent progress from their starting points across all areas of learning. Babies use their developing mobility to explore their surroundings. Older babies pull themselves up to standing. They experiment with new ways of placing their feet to enable them to twist, bend and slide. Toddlers learn to use cutlery and try new foods. Older toddlers develop their independence and transition confidently out of nappies. Staff encourage this transition with reward charts and communicate progress closely with families. Pre-school children are well prepared for the next stage of starting school. For example, older children become confident communicators. Staff support this by consistently talking with children about a range of topics and ideas. Children with special educational needs and/or disabilities (SEND) continually achieve. They become more socially confident and develop their communication skills. Parents of children with SEND say their children are growing in confidence. They report that their children are becoming more adventurous since attending the setting. Behaviour, attitudes and establishing routines Strong standard Staff show children how to be kind and helpful. Children fetch water bottles for their friends without being asked. Children show genuine interest in one another's experiences outside the setting. For example, when staff raise a conversation about a recent solar eclipse, children join in readily to share their ideas. Children take turns to speak and listen carefully to what their peers say. All staff have high expectations for behaviour. Leaders ensure that staff are consistent with managing and promoting positive behaviour. Staff develop highly supportive relationships with children. This helps staff resolve any disputes sensitively and skilfully. Staff teach children the effect their actions have on others. This helps all children, including those with special educational needs and/or disabilities, quickly calm. This also enables children to interact positively with their peers. Staff manage transitions and routines very well. They teach children how to serve themselves healthy snacks with care. For example, staff remind children how to hold serving equipment correctly. Staff model excellent manners. They give children the confidence to play and interact with their peers. This helps children to independently join group games with enthusiasm. Staff establish highly effective routines to support very young children and babies. Older babies choose their favourite songs by pointing to visual cards and resources. Staff sing familiar songs and offer warm, reassuring praise. This helps children focus on new language and experiment with new sounds. Leaders monitor children's attendance carefully. In addition, staff create a lively, engaging environment that children want to come back to again and again. Children's welfare and wellbeing Strong standard Staff treat children's welfare and wellbeing as an absolute priority. Children receive responsive, attentive care right across the setting. Staff working with babies and very young children follow safer sleep practices. Staff use positive and nurturing language. This helps babies to develop strong bonds with their key person. As a result, babies appear curious, content and comforted. Staff talk to children about the nutritious food they are eating. They encourage toddlers to try new foods. For example, staff pretend to taste the food themselves and respond with smiles and 'yum' to show how enjoyable it is. Staff know children's dietary preferences, allergies and intolerances well. They follow robust procedures to ensure children's dietary requirements are carefully adhered to. For example, leaders display clear information about children's allergies for all staff to follow. This ensures children can enjoy their food safely. Staff teach children the importance of road safety. This helps children to keep safe on walking trips to local points of interest such as parks or the beach. Staff conduct regular fire drills with children, so everyone knows what to do in an emergency. Staff effectively identify children's individual needs to support their wellbeing, including those children with special educational needs and/or disabilities. Staff complete risk assessments to ensure that any adaptations to activities are safe. For example, staff ensure children are well supervised to enable them to try certain foods at snack time. Leaders respond swiftly when any risks are identified. Curriculum and teaching Strong standard Leaders design a well-sequenced, inclusive curriculum that nurtures children's curiosity and independence. Staff consistently provide high-quality interactions that promote all children's communication and language, including those with special educational needs and/or disabilities (SEND). Teaching of the English language is particularly impressive. Staff use children's interests and experiences to fuel conversations with their peers. For example, staff talk to pre-school children about their holidays and family experiences. Children continue these conversations independently, showing confidence in sharing experiences and ideas. Staff support babies to develop their listening and attention skills through repeated exposure to songs, rhymes and visual cues. Staff teach toddlers how to share and tell their friends what they like. Staff skilfully ask questions that help children to think about what they can see and do. Staff quickly make adaptations in the moment to extend children's creativity. For example, staff organise an appealing art activity for older children to paint the flowers they observe. Staff later notice children using the flowers themselves to paint and further encourage this independence. This fosters children's love of learning and curiosity by consistently celebrating and extending their ideas. Mathematics is embedded throughout the setting. Staff explore direction and speed with babies using toy cars. Staff teach toddlers and older children about numbers through enjoyable activities. As a result, children, including those with SEND, consistently build on what they know and can do. Inclusion Strong standard Staff gather important information when children start. They tailor transition visits to suit the developing needs of children. This provides reassurance to families that their children will receive the very best start. Children with special educational needs and/or disabilities (SEND) are extremely well supported. Staff work closely with families to create individual plans that target specific areas for development. Leaders scrutinise children's individual needs to promote their inclusion in all activities. Leaders and staff are consistently resourceful. Staff make creative and impactful adaptations to existing routines to support children. This enables children with SEND to participate more fully. For example, staff support improves children's social confidence at snack time and their ability to share play equipment. As a result, all children benefit from a range of learning opportunities and high-quality teaching. Staff are extremely vigilant. They quickly notice any areas of concern for children's ongoing development. Staff make timely referrals to specialist agencies. Leaders communicate extremely well to parents about specialist support. This helps parents address any barriers to learning their children might face. This joined-up approach also supports children with SEND to make excellent progress in a short space of time. Key staff know their children extremely well. This creates a safe and welcoming environment where children feel secure. Leadership and governance Strong standard Passionate leaders provide clear strategic direction. They regularly evaluate strengths and areas for improvement. Recently, leaders have identified ways to reduce workload, particularly for new staff. This gives staff more time to train and prepare for new responsibilities and understand expectations. Leaders monitor practice effectively and ensure policies are well understood. Leaders consistently encourage staff to raise any concerns or questions. Staff use team meetings effectively to discuss practice and suggest ideas for training. Leaders provide peer-on-peer observations that strengthen teaching practice. Leaders follow up individually with staff where additional help is needed. This ensures everyone receives the support required to carry out their role confidently. Leaders provide staff with ongoing opportunities for training. For example, new and emerging leaders are well supported to develop their leadership skills and transition into roles with additional responsibilities. Parental and community engagement is impactful. Leaders work closely with all families, including those with children who face barriers to their learning. This ensures support is inclusive and embedded from the moment children start. Leaders actively build family links through events such as Mother's and Father's Day. In addition, leaders engage local residents in activities for special days of the year, such as Christmas and Valentine's Day. These thoughtful experiences help children understand the value of working together. They also build a strong sense of belonging within children's communities. 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 learn joyously alongside their peers in this vibrant setting. They develop their ability to share and cooperate. Children learn to become curious, creative and confident in expressing themselves. For example, they become engaged in lively conversation led by staff who show interest in children's lives. Children continue these conversations among themselves. This develops children's use of language and improves their social confidence. Children benefit from the excellent relationships staff build with families. These strong parent partnerships support children's ongoing development. They help to create a warm, home- from-home atmosphere. Children who need additional support, including those with special educational needs and/or disabilities (SEND), are very well supported by staff. Children with SEND remain close at all times to knowledgeable key persons who provide reassurance. This helps children feel safe and secure. Children understand how to adapt their behaviour from conversations with staff. This helps children to reflect and make positive choices. Children also learn from staff who model a range of appropriate behaviours clearly and consistently. This also helps children develop the skills to cooperate and play with their peers. All children are eager to take part in group physical activities. Babies use their developing strength to crawl, cruise and reach into water trays. Toddlers crowd round energetic staff who lead dynamic activities at activity trays. Pre-school children immerse themselves in imaginative play outdoors. They confidently follow staff through a lively 'jungle adventure'. Children become dinosaurs and wild animals, roaring and laughing as they stomp around the garden. This strengthens children's physical development and nurtures their creativity. Children benefit from high-quality interactions with trusted staff. These experiences strengthen children's curiosity and encourage their regular attendance. Parents report that their children look forward to coming to the setting. As such, children regularly benefit from the rich experiences the setting provides. Next steps Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra support to realise a transformational impact on all children's wellbeing. About this inspection The inspector spoke with leaders, staff and parents 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 Inspector: David Watkins About this setting Unique reference number (URN): 2857873 Address: The Old School 128 Church Road Warsash, Southampton Hampshire SO31 9GF Type: Childcare on non-domestic premises Registration date: 10/09/2025 Registered person: Warsash Early Years Centre Ltd Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Hampshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 13 August 2026 Children numbers Age range of children at the time of inspection 0 to 4 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. Total number of places 62 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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