URN 2812154 · Inspected 2026-08-19 · Published 2026-09-17 · Inspector: Kate Francis
The Old Vicarage Day Nursery Limited Unique reference number (URN): 2812154 Address: 35 Vicarage Road, Swadlincote, DE11 8LG Type: Childcare on non-domestic premises Registered with Ofsted: 27/09/2024 Registers: EYR, CCR, VCR Registered person: The Old Vicarage Day Nursery Limited Inspection report: 19 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 Inclusion Strong standard Leaders have established a positive and inclusive culture. Staff use observations, assessment information and partnership working with families to identify children's needs early. Leaders support staff to set individual targets for children to reduce barriers to their learning and development. They make timely referrals to outside agencies for additional support with children's physical and communication and language development. As a result, children are included in all aspects of nursery life and make excellent progress from their individual starting points Leaders work effectively with external professionals and families to support children who face barriers to learning. For example, staff work with external professionals to adapt the environment with specialist equipment and provide targeted support for children's physical development needs. They use motivating resources and carefully planned activities. As a result, children quickly develop strength and coordination, and the specialist equipment is reduced. Leaders use additional funding that children receive to invest in a range of equipment, promoting children's learning and wellbeing. They provide children with nurturing one-to-one care, to support individual children manage daily routines and join in activities. Staff use strategies, such as Makaton, visual prompts and adapting routines for a calmer, quieter transition time. These positively impact learning opportunities to help children make rapid progress. Achievement Expected standard Children typically achieve well across all areas of learning. Although there are some inconsistencies in teaching, children make steady progress overall. From the earliest stages, children benefit from a focus on their personal, social and emotional development through positive, caring relationships with staff and their peers. As a result, children feel safe, secure and confident in the nursery environment. They are well prepared for the next stage in their learning, including starting school. Children who experience barriers to their learning make progress in communication, engagement and participation. They increasingly take part in routines, play and learning alongside their peers, developing their confidence and ability to participate in nursery life. From a young age, children learn to take turns and show consideration for others. For example, toddlers wait for their turn using the indoor climbing equipment. Pre-school children take turns to roll different objects down the guttering. Children in the pre-school room develop their understanding of the world as they learn about where different animals live. As they help to tidy away the animals, they sort them according to where they live, including on farms, in zoos or in water. Children demonstrate their knowledge as they confidently explain where different animals live. Behaviour, attitudes and establishing routines Expected standard Staff have high expectations for children's behaviour and encourage children to be kind to each other. Staff support children to take turns and use resources cooperatively, through positive role modelling. For example, staff encourage children to make space for their friends to join in when using the play dough, helping children to develop consideration for others. Children develop positive attitudes to learning. Staff implement consistent routines that help children become familiar with the nursery day. For example, children take off their shoes when they enter their playroom. Staff adapt routines for children who need more support. However, routines are not yet organised effectively at mealtimes, and children wait for long periods while sitting before being served their meal. As a result, some children become upset while they wait. Staff make thoughtful adjustments to the routine, to help children with special educational needs and/or disabilities, access all aspects of nursery life. For example, children who find busy transitions challenging go outside slightly later, accompanied by a member of staff, once the other children have left. This provides a quieter and calmer transition and supports children to engage confidently in the outdoor environment. Leaders promote the importance of regular attendance. Staff follow up on unexpected absences promptly to check children's welfare and maintain continuity in their learning and support. Children's welfare and wellbeing Expected standard Leaders have adapted the nursery's menus in response to research about nutrition and the foods that support children's health, wellbeing and brain development. Children are provided with nutritious, balanced meals that contribute to their healthy development. Typically, staff talk to children at mealtimes about the benefits of eating healthy foods. Pre-school children demonstrate their understanding as they confidently talk about where healthy foods come from. Children benefit from regular opportunities to develop their physical health. They run, climb, balance and explore different ways of moving throughout the day. Leaders and staff support children who were previously known to social care, to manage their emotions by providing consistent routines, clear rules and appropriate boundaries. This helps children to settle, feel secure and remain calm, as they know what to expect and are supported to cope with changes in a predictable way. Staff who work with younger children implement safe-sleep procedures. They carefully monitor children to ensure they remain safe. Children have secure relationships and are independent in their sleep routines. For example, children find their bed, lay down and happily settle down to sleep. Curriculum and teaching Expected standard Leaders have developed a well-sequenced curriculum that builds on children's knowledge and skills as they move through the different rooms. Leaders and staff have a clear understanding of what they want children to learn at each stage and use this to follow children's interests, building on what they already know and can do. This supports children to develop the knowledge and skills they need as they progress through the setting. For example, when children reach the pre-school room, they confidently use a knife and fork and independently pour themselves a drink at mealtimes. Children are well prepared for their eventual move on to school. Typically, staff support children's development through their interactions and engagement in play. For example, staff in the pre-school room ask children thoughtful questions and give them time to think of their own ideas and express themselves through back-and-forth conversations. However, this is not yet consistent across the nursery. At times, children play independently and explore the purposeful environment without staff joining in their play or providing interactions that extend their learning and development. Leaders have a secure knowledge of children's development, particularly that of children with special educational needs and/or disabilities. They use observations and assessment information to plan learning experiences that meet children's individual next steps. Staff work closely with children to overcome barriers to learning and ensure they make consistent progress. For example, staff support children to develop the confidence and skills to manage stairs independently, helping to prepare them for their transition on to the next room. Leadership and governance Expected standard Leaders know their children and families well. They work closely with staff, parents and carers and external professionals to identify and address barriers to children's learning and development, particularly for children with special educational needs and/or disabilities. Children benefit from timely referrals and appropriate support from external agencies. Leaders use additional funding effectively to provide targeted support and help children make progress from their individual starting points. Staff are committed to meeting children's individual needs and ensuring that all children have opportunities to participate and succeed. Parents receive regular information and guidance, which helps them to understand and support their children's learning and development at home. Leaders develop positive partnerships within the local community. They work closely with local schools to support children as they prepare for their transition on to school. This includes sharing relevant information about children's individual needs and development, helping to ensure continuity of care and learning. As a result, children experience a well- supported transition and are prepared for a positive start to school. Staff report feeling well supported through an open-door culture, regular check-ins and opportunities for professional development. This helps to build staff's confidence and competence, and contributes to children receiving safe, attentive and knowledgeable care. However, leaders should further develop staff's knowledge of the curriculum to strengthen their confidence in interacting with children and extending their learning. Leaders are passionate about ensuring that children and families receive high standards of care. Parents speak positively about their children's experiences, particularly their happiness at nursery. This is reflected in children's enthusiasm and excitement to attend. 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 and their families receive a warm welcome as they arrive at the nursery. Children are happy and settled at this inclusive nursery. They enjoy learning through play and exploration, making choices and following their interests. Children participate in activities that build on what they already know and can do. For example, toddlers thoroughly enjoy exploring play dough. They develop their fine-motor skills as they manipulate the dough into different shapes and confidently tell staff that their creations look like animals. Staff regularly praise children for their efforts and encourage them to explore different shapes, helping to build their confidence and creativity. Babies form secure attachments with their key person as they enjoy cuddles and reassurance when they feel tired, helping them to feel safe. Children develop warm and positive relationships with their peers. For example, when a friend is looking for a stick to join in a painting activity, they kindly offer them one, showing care and consideration for others. Children work well together and enjoy cooperative play with their peers. For example, they play ball games together, developing their social skills and learning to share and take turns. Children make progress from their starting points across the areas of learning and development. Children with special educational needs and/or disabilities, and those receiving additional support, overcome barriers to learning quickly. They develop the skills they need for their next steps in learning. For example, children participate in activities to secure their physical skills and access the stimulating environment on offer. Children behave well and follow instructions. Older children confidently manage the stairs independently as they make their way to the garden area. They thoroughly enjoy the forest- school area. They take turns to have a go at drilling holes into wood, closely supported by a familiar adult. Children demonstrate growing independence and awareness of safety. Next steps Leaders should support staff to strengthen the delivery of the curriculum through consistent interactions that support children's development. Leaders should support staff to organise the routine so that children are not waiting for long periods of times, particularly at mealtimes. About this inspection The inspector spoke with leaders, practitioners, children and parents and carers 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: Kate Francis About this setting Unique reference number (URN): 2812154 Address: 35 Vicarage Road Swadlincote DE11 8LG Type: Childcare on non-domestic premises Registration date: 27/09/2024 Registered person: The Old Vicarage Day Nursery Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 18:00 Local authority: Derbyshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 19 August 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 70 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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