Nutfield Nursery (Surrey) Limited

Nutfield Nursery (Surrey) Limited
Unique reference number (URN): 2832408
Address: Nutfield Day Nursery, Church Hill, Surrey, RH1 4JA
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/03/2025
Registers: EYR
Registered person: Nutfield Nursery (Surrey) Limited
Inspection report: 28 July 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 significant progress in all areas of learning. They receive consistent support
that helps them develop their speech and language skills effectively. This approach includes
introducing key vocabulary in the children's home languages, ensuring that those who speak
English as an additional language can fully engage with the curriculum. Numerous
opportunities are provided for children to cultivate and enhance their independence, which
prepares them well for the next stage of their education. For instance, all children are taught
to access their own water bottles. Younger children have photos on their bottles, while older
children learn to recognise their names.
Children are well equipped for transitions to the next phase of their education, whether that
involves moving to a different room within the nursery or progressing to school. For
example, children spend time in their upcoming nursery room to familiarise themselves with
the environment and the staff who will care for them. Those making the transition to school
benefit from meeting their future teacher in the nursery setting, where they can share their
unique learning experiences. This support is particularly valuable for children with special
educational needs and/or disabilities and those who might encounter barriers to their
learning or wellbeing, ensuring they are securely prepared to move confidently on to the
next stage of their educational journey.
Behaviour, attitudes and establishing routines Strong standard
Leaders establish high expectations for the behaviour of all children, adapting these
standards to accommodate their diverse ages and needs within the setting. This approach
ensures that children who require additional support, including disadvantaged children,
those with special educational needs and/or disabilities and those facing other barriers to
their learning or wellbeing, are able to thrive. These expectations are communicated clearly
to staff and parents, ensuring consistency in practice. The atmosphere in the setting is calm
and harmonious, with children showing respect for staff and their peers. They display
exemplary behaviour and kindness towards one another, working collaboratively on tasks
and demonstrating impeccable table manners.
Staff serve as excellent role models, readily praising children for their achievements and
positive behaviour, thereby fostering a secure emotional environment conducive to play and
learning. Routines are deeply ingrained in daily practice, and children instinctively adhere to
the setting's rules and boundaries. They approach learning with positive attitudes and
develop resilience by managing risks during play, such as climbing trees and using tools to
successfully break ice.
The partnership with parents is highly effective, with staff engaging them to gather important
information about children's individual routines. This is especially beneficial for the youngest
children, ensuring their feeding and sleeping schedules are maintained. Leaders have
established robust policies to promote and monitor attendance, ensuring that children
remain safe and fully benefit from the educational experiences available to them.

Children's welfare and wellbeing Strong standard
Leaders implement comprehensive policies that are routinely reviewed and adjusted to
prioritise the welfare and wellbeing of all children. The staff have a thorough understanding
of each child, fostering excellent relationships with them and their families. This connection
begins with home visits, which help ease children's transitions into nursery. Staff are
sensitive to each child's unique needs and circumstances, tailoring their approach as
required. Children develop secure attachments with their key person, which enhances their
wellbeing and sense of belonging. This proactive approach ensures that the needs of all
children are addressed, particularly those with special educational needs and/or disabilities,
as well as those who may encounter other barriers to learning or wellbeing.
Well-established routines are integrated into practice to support both the physical health and
emotional wellbeing of the children. For instance, children are provided with numerous
opportunities to be active and enhance their physical skills by fully utilising the expansive
outdoor play area.
At mealtimes, children are provided with nutritious food while staff educate them about
different food groups, enabling them to make healthy choices. The staff also encourage
independence by allowing children to serve themselves and pour their own drinks.
Furthermore, children learn to manage their personal care by practising handwashing, using
mirrors when washing their faces and applying sun cream. Through effective teaching,
children gain a solid understanding of safety. For instance, older children understand the
importance of wearing hats when playing in the field. As a result, children develop
confidence in their self-care skills and regularly make healthy choices and decisions.
Curriculum and teaching Strong standard
Leaders consistently design and deliver a high-quality curriculum that centres on outdoor
experiences and promotes independence in children's learning. Each age group has its own
dedicated outdoor learning area, thoughtfully designed to meet the diverse needs and
abilities of every child. For example, babies can explore independently in a spacious sandpit
and plant seeds, while toddlers actively use tools to break ice and investigate natural
materials. Older children enjoy mixing chalk with water and using sticks to practise their
mark-making skills. All activities and experiences are meticulously tailored to cater to the
individual needs of each child, ensuring that those with special educational needs and/or
disabilities, as well as those who may encounter other barriers to their learning or wellbeing,
are included and able to make effective progress.
Throughout the nursery, staff read stories to the children using animated voices that help to
capture their attention and engagement. They encourage participation by asking questions
and fostering meaningful discussions, which supports the development of early literacy
skills.
Staff provide highly effective speech and language support to improve children's
communication abilities. For instance, in the baby room, staff consistently introduce and
repeat key words to enhance the children's vocabulary. During various activities, they
stimulate toddlers' critical thinking by asking questions about the sensations of ice,
encouraging a deeper understanding. Older children take pleasure in conversing with staff

and recalling their learning, including discussions about the life cycle of a butterfly and the
construction of bug hotels.
Inclusion Strong standard
Robust systems are established to identify children with special educational needs and/or
disabilities, as well as those who may encounter other barriers to learning. For instance,
staff utilise assessments, including the progress check at age 2 and a speech and language
tool, to monitor children's development and pinpoint any gaps in their learning. Leaders
maintain high expectations for these children and swiftly implement plans to provide support,
effectively reducing barriers to learning.
Continuous monitoring of children's development is facilitated through an ongoing cycle of
assessment and progress reviews. Staff employ highly effective strategies and tailor
activities to cater to each child's individual needs, ensuring they benefit from opportunities
and experiences essential for developing the skills required for future education.
Leaders collaborate closely with other professionals and their local authority to provide
specialist support. Additionally, they have established a highly effective support system
through their own special educational needs coordinator. Consequently, children receive
targeted support that enables them to achieve the best possible progress.
When available, leaders use extra funding, such as the early years pupil premium, to
provide resources or experiences tailored to meet children's individual needs. This ensures
that all children have the opportunity to make significant progress.
Leadership and governance Strong standard
Leaders have developed a clear plan for the ongoing enhancement of their environment,
aimed at providing enriching experiences that support children's learning and development.
This plan encompasses initiatives such as growing vegetables and creating a cooking area
for children. The leaders and staff are dedicated to ensuring excellence for every child.
A culture of high expectations and professionalism is firmly established in the setting. For
example, staff participate in training to deliver wonderful learning experiences, taking on
roles such as forest school leaders and mathematics champions. Leaders implement a
continuous improvement cycle that includes regular staff supervision and performance
feedback, focused on enhancing staff knowledge and skills. As a result, there is a significant
positive impact on the quality of provision and the practice of practitioners.
Excellent measures are in place to promote staff wellbeing, ensuring manageable workloads
and fostering a sense of appreciation in their roles. Consequently, the staff team is
motivated and takes great pride in its unique provision.
Leaders collaborate closely with other professionals and their wider support team within the
group to uphold high standards and strive for excellence. This collaboration is particularly
advantageous in ensuring that children facing barriers or gaps in their learning make
significant progress.

Partnerships with parents are highly effective, especially during transition periods, such as
moving rooms or starting at a new school. This ensures that children are well prepared for
the next stage of their education. Leaders provide a designated, comfortable space for staff
to meet with parents and share regular updates on their child's development and progress.
Feedback from parents is overwhelmingly positive, highlighting the excellent care provided
by the leaders and staff.
What it's like to be a child at this setting
Children are happy and content, thoroughly enjoying their exploration of outdoor spaces.
The ethos surrounding outdoor learning is robust, providing children with fantastic
opportunities to play, eat, and sleep outside. The environment provides forest school
experiences where children learn essential safety rules and boundaries. For example, they
are taught how to enter the fire circle safely and how to use tools with mindfulness and
respect for those around them.
Promoting independence among all children is a key focus of the curriculum, which is
carefully tailored to accommodate various age groups and abilities. This approach ensures
that every child, especially those with special educational needs and/or disabilities, as well
as those facing other barriers to their learning, can make secure progress.
Throughout the nursery, children engage enthusiastically in outdoor play. Babies confidently
explore their surroundings, with furniture and equipment arranged to allow them to pull
themselves up and cruise around, aiding their physical development. Toddlers play
cooperatively, assisting one another with tasks such as filling wheelbarrows with resources.
Pre-school children learn to assess and manage risks, relishing activities that involve
climbing and jumping from low trees.
Additionally, children exhibit excellent behaviour and enjoy engaging with staff, having
formed secure relationships with them. During activities, they work together with friends. For
example, while one child holds the hammock, others climb on.
Children throughout the nursery benefit greatly from reading books and listening to stories. A
lending library enables them to borrow books to share with their parents at home.
Partnerships with parents are highly valued. Staff take the time to build secure connections
with children and their families, including visiting homes to ease the transition into nursery.
Parents have dedicated spaces for meetings with staff, fostering effective communication.

Inspector:
Lisa Smith
About this setting
Unique reference number (URN): 2832408
Address:
Nutfield Day Nursery
Church Hill
Surrey
RH1 4JA
Type: Childcare on non-domestic premises
Registration date: 20/03/2025
Registered person: Nutfield Nursery (Surrey) Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00
Leaders have implemented comprehensive procedures to promote and monitor children's
attendance.
Next steps
The provider 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 children who may face barriers to their learning.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, children
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
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: Surrey
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 28 July 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
60
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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