URN 2548271 · Inspected 2026-09-29 · Published 2026-10-26 · Inspector: Michelle Lorains
Priory Oaks Nursery Unique reference number (URN): 2548271 Address: Prior Pursglove College, Church Walk, Guisborough, Yorkshire, TS14 6BU Type: Childcare on non-domestic premises Registered with Ofsted: 30/10/2019 Registers: EYR, CCR Registered person: Tees Valley Collaborative Enterprises Limited Inspection report: 29 September 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. Needs attention Achievement Needs attention Children are not supported to make the best possible progress across all areas of their learning, particularly in their communication and language development. Although older children take part in focused activities to extend their vocabulary, younger children are not consistently supported to develop secure foundations for the future. Gaps in some children's learning do not minimise over time because strategies are not consistently implemented by staff. This means that some children are not effectively supported to reach their full potential. Children develop some of the skills they need to start school. For example, they show a love of books and are eager to listen to stories. They use scissors skilfully and benefit from extra challenges as they progress from making snips to cutting wiggly lines and then circles. Babies and toddlers develop physical skills and independence. For example, babies begin to crawl and explore their surroundings, and toddlers are supported to wash their hands. Children's achievements are celebrated on the 'wow boards' in each room, and are regularly shared with families. Behaviour, attitudes and establishing routines Needs attention Children are not consistently supported to develop positive attitudes to their learning. On occasion, their emotions are not regulated swiftly enough by staff, which limits their ability to engage in activities and routines. In addition, there are long periods of time while babies and young children wait for lunch. This results in them becoming restless and unsettled. In contrast, some children are keen to join in with activities and enthusiastic to have a go. Older children explore outdoors with magnifying glasses, and staff support babies and younger children to use the swing and stepping stones. Overall, staff promote children's positive behaviour. They are effective role models for children and generally model good manners. Staff gently remind children to use 'kind hands', although at times, the language used to encourage babies and young children to take turns is too complicated. Leaders provide positive support to parents and carers, and families when they have concerns about children's behaviours and routines, such as trouble with sleeping or biting. Parents say they are very happy with this aspect of the provision and talk about how leaders took their time to listen to the concerns. They work in partnership with them and refer to other professionals for advice. Children's welfare and wellbeing Needs attention Staff do not use information they gather from families to help babies and young children settle. This means that some children remain upset for longer periods of time than necessary, which has an impact on children's emotional wellbeing. In addition, while leaders have implemented robust procedures for safer eating, on occasion, staff do not follow these. For example, during lunch, staff briefly leave the table to get children's water bottles. Leaders addressed this immediately during the inspection to ensure children's safety and reminded staff of the importance of following these procedures. Overall, leaders and staff have positive relationships with children and their families. They are aware of changing circumstances in their home lives and monitor children appropriately. For instance, staff know when some children's parents are away or in hospital and make adaptations to support children in the nursery. Children benefit from healthy, nutritious meals and snacks. Typically, toddlers and preschool children sit together and staff support them to use cutlery. Staff are aware of children's allergies or dietary needs and provide the appropriate support. Children enjoy being outdoors and benefit from fresh air each day. Staff occasionally take them to the allotment and support children to use their own vegetables to make healthy soups. This helps children to begin to build healthy habits for the future. Curriculum and teaching Needs attention The new curriculum is not fully embedded, and staff's teaching is variable. For example, during outdoor play, staff maintain a standing, supervisory position instead of engaging children in activities or modelling language to initiate conversations and widen their vocabulary. Some interactions are positive, such as when children play imaginatively in the 'ice cream shop'. However, most learning is incidental and not as a direct result of staff's teaching. Staff do not consistently use their knowledge of children's individual needs to focus their teaching on areas where they need the most help. Staff who work with older children understand how to prepare them for the next stages in their learning, such as starting school. Children benefit from small group sessions and develop their fine motor skills. They hold pencils effectively and talk to each other about their family members during their 'all about me' activity. Toddlers begin to engage with staff as they draw around their bodies and label their main features. Staff help babies to develop their sensory play during experiences in a tuff tray. Babies clap when staff begin to sing and are keen to explore the coloured rice with their hands. Overall, staff promote children's physical development and independence. They celebrate babies' achievements when they begin to crawl. Inclusion Needs attention Leaders do not ensure that staff consistently implement strategies to support children in specific areas of their learning. For example, staff do not always develop children's confidence and large physical skills during outdoor activities. This means that on occasion, children with gaps in their learning are not consistently supported to close them. In contrast, leaders and staff are acutely aware of which families need support, and they regularly go above and beyond to help where possible. For instance, leaders make time to discuss potential school placements with families. This helps parents and carers to understand which school might be the best choice for their child. Staff make every effort to help children with specific dietary needs feel included at mealtimes, including those children with allergies and food preferences. Staff who are responsible for the arrangements to support children with special educational needs and/or disabilities are confident in their role and are well supported by leaders. They share information with other professionals and work closely with parents if they have any concerns about children's development. Although the setting does not receive any extra funding, leaders are aware of the importance of using this to benefit the children it is intended for. Leadership and governance Needs attention Improvements and changes made by leaders to develop the provision are still in their infancy and are yet to have an impact for children. Training is not yet targeted enough to raise the quality of teaching, specifically in supporting children to develop their communication and language skills. In addition, leaders do not ensure that all procedures are implemented consistently, such as the use of information to help children settle and how robustly all staff supervise children as they eat. Leaders provide staff with policies, guidance and training on specific aspects of their practice, including child protection and safer sleeping. They follow robust induction processes which help staff to understand the expectations of their role. Staff benefit from regular supervision meetings where they discuss their wellbeing. Staff say leaders are very supportive and make adaptations for them which promote a positive work environment. Leaders are honest and transparent about the improvements needed for the nursery. They have started to make changes, such as improving the environments, resources and curriculum. They demonstrate a positive attitude and commitment to improving outcomes for children who attend. Since the last inspection, there have been changes to the staff team and in the leadership and governance of the setting. Parents and carers have noted some positive changes, particularly in the strengthening of their community and the relationships they have built. For example, all families were invited to an open day which was held during the summer holidays, to include as many parents as possible. Leaders have planned a further open evening and family photographer event. In addition, they provide guidance to families on school transition, and work with the local schools to ensure this is as seamless as possible. Compulsory Childcare Register requirements This setting has not 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 are not fully supported to reach their full potential across all areas of their learning. Although leaders have recently developed a new curriculum, staff do not use their knowledge of children's stages of development to plan activities that extend their learning. Opportunities for children to develop their communication and language skills are not maximised from a young age. For example, staff use complex sentences and instructions to young babies, as opposed to modelling single key words. In addition, staff do not consistently focus their teaching for those children who have gaps in areas of their learning. This means children do not fully benefit from targeted strategies or interventions. On occasion, babies are unsettled, and staff do not use information gathered from families to swiftly provide comfort and reassurance. This does not help babies to feel secure, particularly those who are less familiar with staff. This hinders their readiness to learn and thrive. In contrast, some children who attend more regularly demonstrate positive levels of confidence and show a sense of belonging. They have close relationships with their key person and regularly go to them for support. Older children develop some of the skills they need to start school and show enjoyment and enthusiasm in their learning. Leaders and staff are aware of the needs of families who attend and build a secure community. They provide support and guidance to families, which promotes positive outcomes for children. Leaders regularly hold events for families to attend together outside of typical working hours. They are flexible with sessions that children attend and ensure they access their full funding entitlement. For example, some children attend flexibly across the summer holidays to maintain consistency. Next steps To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date: Action Completion Date improve the quality of staff's teaching, and support them to implement the ambitious curriculum, to consistently provide children with high-quality learning experiences that promote their development 31/10/2026 Inspector: Michelle Lorains About this setting Unique reference number (URN): 2548271 Address: Prior Pursglove College Action Completion Date ensure staff consistently implement strategies that have been advised by leaders and other professionals, to help close gaps in children's learning and provide tailored support which meets their individual needs 31/10/2026 ensure staff use information gathered from families to tailor care for children and consistently promote their welfare and wellbeing 10/10/2026 ensure staff consistently follow the procedures for safer eating, to ensure children are robustly supervised at all times 10/10/2026 provide staff with specific training to improve their understanding of how to effectively promote children's communication and language development from birth, to build secure foundations for the future 31/10/2026 About this inspection The inspector spoke with the leaders, staff, 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. We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Church Walk Guisborough Yorkshire TS14 6BU Type: Childcare on non-domestic premises Registration date: 30/10/2019 Registered person: Tees Valley Collaborative Enterprises Limited Register(s): EYR, CCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Redcar and Cleveland Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 29 September 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 45 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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