Audlen House Day Nursery

Audlen House Day Nursery
Unique reference number (URN): 2793978
Address: 131 -133 Station Road, Thatcham, RG19 4QH
Type: Childcare on non-domestic premises
Registered with Ofsted: 11/07/2024
Registers: EYR
Registered person: Ranu Ltd
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
Achievement Strong standard
Children make notable progress from their individual starting points and develop the
knowledge, skills and confidence they need for their future learning. Older children
confidently use language to express their ideas and develop the independence needed to
engage successfully in learning. Toddlers learn new vocabulary, and develop social skills as
they respond to familiar songs, make sounds using kitchen pans and utensils, and engage
in imaginative play with staff. Babies demonstrate secure attachments, eagerly explore their
environment with curiosity and particularly show clear progress in their communication and
physical skills.
Children develop particularly well in communication and language, independence and
physical development. They confidently use language to express their ideas, communicate
with others and develop their thinking through play. Children delight in regular opportunities
for physical activity, including yoga and sports sessions, which build their strength,
coordination and confidence in movement. Children apply their developing mathematical
knowledge in meaningful contexts, such as counting, comparing and problem-solving during
activities.
Children with special educational needs and/or disabilities and those who face barriers to
learning receive attentive support and adaptations, enabling them to participate fully and
make progress. As a result, children flourish, make meaningful connections in their learning
and leave the setting well prepared for their next steps of their education.
Behaviour, attitudes and establishing routines Strong standard
Leaders have embedded a harmonious and respectful culture. Children show consistently
positive behaviour and motivated attitudes to learning. They understand the familiar
expectations, boundaries and routines and respond confidently to these, helping them to
feel secure and engage purposefully throughout the day. Staff model respectful behaviour
and provide clear, consistent expectations, helping children understand how to treat others
with kindness and empathy.
Children are quickly and effectively supported to manage their feelings and behaviour. Staff
use calm, consistent approaches and explicitly teach children how to regulate their
emotions, cooperate with others and resolve difficulties. As a result, children behave well,
show consideration for others and develop social skills through collaborative play and
shared activities. Children develop positive attitudes to learning and demonstrate high levels
of confidence, independence and sustained engagement. They readily choose activities and
persevere with their interests, while staff respond to children's ideas and support them to
become increasingly motivated learners.
Leaders promote the importance of regular attendance and maintain robust systems to
monitor children's attendance and follow up concerns where necessary. Staff reinforce best
possible behaviour through highly impactful teaching of behaviour and routines. Staff adapt
their approach appropriately to meet individual needs, ensuring that all children are included

and able to participate successfully. Consequently, children are calm, cooperative, enjoy
their time at the setting and develop the attitudes and behaviours that support successful
learning and positive relationships.
Children's welfare and wellbeing Strong standard
Children's welfare and wellbeing are promoted very well. Children experience warm,
nurturing and caring relationships with staff, which give them a real sense of belonging and
help them feel safe, secure and valued. Children arrive happily, separate from their parents
confidently and engage enthusiastically in their chosen activities. Staff have a secure
knowledge of the children, they understand their individual interests, needs and emotional
cues, and adapt interactions, routines and activities so that children can participate fully and
thrive.
Children are supported to develop confidence, independence and positive relationships with
others. Staff calmly and sensitively help children to manage their feelings and behaviour,
consistently modelling kindness, care and respect. Clear, familiar routines help children feel
secure, settle quickly and develop positive attitudes towards learning and each other.
Leaders and staff work closely with parents and carers, maintaining effective communication
through various sources such as daily handovers, newsletters and an online platform.
Parents report that their children feel safe and valued and have developed confidence,
social skills, and communication. Staff also promote healthy lifestyles through nutritious
meals, physical activity, and conversations about health and safety. Overall, children are
happy, secure and emotionally supported, enabling them to flourish throughout their time at
the nursery.
Curriculum and teaching Strong standard
Leaders have established a well-sequenced, ambitious curriculum that builds securely on
what children already know and can do. Staff have a secure understanding of children's
individual learning needs, interests and starting points and use this knowledge effectively to
plan meaningful learning opportunities. Teaching is consistently purposeful, with
experienced staff skilfully building on children's knowledge, introducing rich vocabulary and
supporting children to make meaningful connections across all areas of learning.
Staff use high-quality interactions to extend children's thinking and deepen their learning.
They show genuine curiosity about children's ideas, ask purposeful questions and respond
effectively to children's emerging interests and understanding. Staff adapt their teaching in
the moment so that children can explore ideas further, solve problems and apply what they
know. For example, during a treasure hunt activity, staff supported children to develop
language, mathematical thinking and problem-solving as they counted, compared and made
predictions about their findings.
Staff adopt a clear focus on communication and language, alongside opportunities to
develop independence, self-regulation and positive attitudes to learning. Staff explicitly
teach skills children need to become confident and resilient learners. The curriculum is
inclusive and staff adapt activities and environments effectively to reduce barriers to
learning. Consequently, children are highly engaged, make sustained progress from their

starting points and develop the knowledge, skills and confidence needed for their transition
to school and future learning
Inclusion Strong standard
Children benefit from a deeply embedded culture of inclusion, where staff know children well
and adapt provision to meet their individual needs. Leaders identify barriers to children's
learning and wellbeing and work closely with families and relevant professionals to secure
support. Staff make thoughtful adaptations to activities, routines and the environment so that
children with special educational needs and/or disabilities are included and can participate
fully alongside their peers.
Children who experience disadvantage or other barriers to learning benefit from targeted
support that is responsive to their circumstances. Leaders work closely with social care and
other agencies when needed and make flexible arrangements to maintain children's
relationships, attendance and emotional stability.
Children see their families, cultures and experiences reflected positively in the setting. Staff
invite parents to share celebrations, traditions, occupations, languages and skills, helping
children develop respect for differences and an understanding of the wider community.
Resources, books and experiences are thoughtfully adapted to ensure children have equal
opportunities to participate and succeed. As a result, children feel valued, included and able
to participate fully. They develop confidence, positive relationships and a positive sense of
belonging, regardless of their individual circumstances or starting points.
Leadership and governance Strong standard
Leaders provide clear, ambitious and purposeful leadership, with a clear commitment to
high-quality provision and consistently positive outcomes for children. They have a secure
understanding of their strengths and vision and use effective monitoring, evaluation and
reflective practice to identify any areas for improvement. Leaders act decisively to improve
provision, including responding to updated guidance and progressing refurbishment projects
to enhance children's experiences, safety and wellbeing.
Leaders promote a positive culture of inclusion and continuous improvement. Leaders have
effective systems for identifying vulnerabilities, monitoring attendance and working with
external agencies to ensure children and families receive the necessary support. Inclusive
practice is deeply embedded, with leaders adapting provision to reduce barriers to learning
and ensure all children can thrive. Staff speak confidently about children's progress, needs
and next steps.
Leaders value and invest in their staff. Regular supervision, team meetings, safeguarding
discussions and mandatory training ensure staff maintain and develop their professional
knowledge. Leaders provide personalised opportunities for professional development that
build on staff strengths and identified areas for development. This includes enabling staff to
achieve higher-level qualification opportunities to strengthen the quality of practice and
progress in their career pathways.

Leaders have established positive partnerships with parents and the wider community.
Parents' views and suggestions are welcomed and acted upon where appropriate. Families
are actively involved in the life of the nursery, including celebrations, cultural experiences
and community links.
What it's like to be a child at this setting
Children arrive happily, separate confidently from their parents and are greeted warmly.
Children quickly settle into the familiar routines and show that they feel safe, secure and
valued. Close, caring relationships with staff give children a positive sense of belonging and
provide a secure base from which they confidently explore, play and learn.
Children experience a curriculum that is ambitious, inclusive and responsive to their
individual interests and starting points. Children are encouraged to make choices about their
play and staff use their secure knowledge of each child to join their play, follow their ideas
and extend their thinking. Children particularly enjoy the spacious outdoor areas, where they
have daily opportunities to develop their skills. Children benefit from consistently positive
interactions with staff who show genuine curiosity about what they are doing and respond
sensitively to their emerging ideas. Children develop confidence, independence and
effective communication skills, while purposeful conversations and skilful teaching help them
build knowledge across the curriculum. Children are supported to become motivated
learners and develop the skills needed to manage things themselves and persevere with
their learning.
Children understand clear expectations and boundaries and are supported calmly and
consistently to manage their feelings and behaviour. Children learn to treat others with
kindness and respect and develop positive social skills through collaborative play and
activities. Children therefore show consistently positive attitudes to learning and to one
another.
Children experience a child-centred and inclusive environment where staff adapt activities,
routines and the environment to reduce barriers to learning and enable everyone to
participate fully. Children's individual backgrounds and experiences are valued, with families
contributing to celebrations, stories and activities. Children benefit from rich opportunities
and resources, such as visits to the library, personal photo family books and home-learning
activities, which strengthen their sense of feeling part of the community. Children also gain
from the experience of visiting professionals, such as joining yoga and sports sessions,
which broaden their experiences. Children therefore thrive. They are happy, confident and
increasingly independent learners who enjoy attending nursery. They flourish as they form

Inspector:
Anneliese Fox-Jones
About this setting
Unique reference number (URN): 2793978
Address:
131 -133 Station Road
Thatcham
RG19 4QH
Type: Childcare on non-domestic premises
Registration date: 11/07/2024
Registered person: Ranu Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
secure relationships and develop the knowledge, skills and confidence needed for their next
steps of their education.
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 for those children who may
face other barriers to their learning and/or wellbeing.
About this inspection
The inspector spoke with leaders, staff, children, parents, the special educational needs
coordinator, and the designated safeguarding leads 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.

Local authority: West Berkshire
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
1 to 4
Total number of places
58
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.

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and regulates services that care for children and young people.
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