URN 2600775 · Inspected 2026-09-10 · Published 2026-10-22 · Inspector: Kirsty Stickley
Feathered Skies Limited Unique reference number (URN): 2600775 Address: Beech Avenue, Middle Wallop, Stockbridge, Hampshire, SO20 8DY Type: Childcare on non-domestic premises Registered with Ofsted: 19/08/2020 Registers: EYR, CCR, VCR Registered person: Feathered Skies Limited Inspection report: 10 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. Expected standard Achievement Expected standard Typically, children achieve well from their starting points and make secure progress across the curriculum. Gaps in learning and development generally close quickly, especially for those who face barriers to their learning. Children are well prepared for the next stage of their education. Children are confident communicators. They hold conversations with adults and other children. They learn to listen to others as they talk about their favourite activity that day. Children enjoy looking at books independently and listen to stories being read. For example, older children listen attentively to a favourite story and excitedly talk about the characters, noises and events in the stories. Babies beam with delight as they mirror actions linked to familiar songs and rhymes or seek comfort and reassurance when needed from familiar adults. Behaviour, attitudes and establishing routines Expected standard Staff provide a warm, nurturing and positive atmosphere where children develop a secure sense of belonging. They skilfully adapt the environment and the routine to ensure that all children's needs are supported. For example, babies' sleep times are followed to ensure a consistent approach, providing structure and security. Staff offer home visits and flexible settling-in sessions, to ensure that the needs of the children are fully recognised and understood. Children behave well and they understand the nursery rules. For example, they show good manners and use resources respectfully. Staff praise children for their efforts, listening and working together, developing important social skills and problem solving. Staff recognise the importance of routine and security for children, valuing their individual needs, especially when family members are away for long periods of time. Leaders promote good attendance. They work with parents to help them understand the importance of children attending regularly to support their learning and development. They follow up promptly when children are absent. Leaders and staff build positive relationships with parents to identify and address any barriers to attendance. Children's welfare and wellbeing Expected standard The wellbeing and safety of all children, including those with special educational needs and/or disabilities, are fully supported in this setting, by staff who know them well. For example, babies seek reassurance from their key person when they become tired or need a cuddle. Staff place focus on children's wellbeing, supporting their care routines to provide comfort, safety and emotional security. Mealtimes provide valuable opportunities to promote children's independence and social skills. Older children use good manners and staff encourage independence. However, at times, the needs of younger children are not fully supported, impacting on their confidence and self-esteem. From a young age, children wash their hands independently and staff guide them through the process, helping them to develop positive hygiene habits. Older children manage toileting independently and staff provide ample opportunities for children to practise and develop their independence in self-care tasks. Staff build positive and valuable relationships with parents and carers. They have a thorough understanding of the needs of the community and take time to understand the needs of the families of the children that attend. They skilfully use this insight to respond to the varying needs and circumstances of individual children and families. Staff share information daily with parents so that they are informed and supported. Curriculum and teaching Expected standard Leaders and staff create a broad curriculum that reflects children's interests and learning needs. Overall, they deliver this effectively, helping all children to build on what they know and can do. Children typically make progress across all areas of learning and access varied activities that meet children's interests and next steps in learning. Staff adapt activities to ensure that all children, including those with special educational needs and/or disabilities, and children who face barriers to their learning, make progress in their learning. However, leaders should enhance the knowledge and skills of staff to help them implement the curriculum even more effectively. Staff talk about and use numbers, regularly throughout the day. This supports children to develop their understanding of mathematical concepts. For example, children count and recall numbers when lining up to go outside. Babies engage in back-and-forth interactions with adults, while exploring the sensory activities. Physical development is promoted well, providing opportunities to aid their walking. Older children show delight when participating in outdoor games, learning to jump through hoops and follow instructions. Staff support children to develop a love of stories, books and rhymes, promoting early literacy. They ensure that books are freely available for all children to select independently. Inclusion Expected standard Leaders and staff know their children well. All families are included, valued and welcomed. Home visits and flexible settling-in processes ensure that staff and parents share information about children's needs from the outset. Staff use a graduated approach to monitor children's development and provide support to help them make progress. Children with special educational needs and/or disabilities are fully supported by tailored individual educational plans. Staff collaborate with external professionals to receive targeted advice and support. This helps them to adapt and provide tailored support for the children in their care. For example, they consult with local speech and language therapists and early years specialist teams. Needs attention Leaders and staff identify barriers to children's learning effectively. For example, visual aids, prompts and language boxes are used in everyday practice. Staff provide small-group interventions to support children's language skills and emotional regulation. Children talk about how they are feeling and what has made them happy, using the emotions board as a visual prompt. Staff have developed positive partnerships with parents and carers, which helps to ensure that children have their needs met. They share information regularly and tailor this support to suit the needs of the parents. For example, they create individual language boxes to use in the home environment, supporting consistency and a sense of belonging. Leadership and governance Needs attention Leaders have not ensured that the ratio requirements in the under-2 room have been met. Although leaders are aware of this and currently recruit staff, this is a breach to the statutory requirements. Generally, the setting's recruitment procedures are robust. Any identified gaps in staff's suitability and training are swiftly addressed. For example, staff complete a thorough induction programme at the start of employment. Staff have regular supervision meetings with their manager and they attend a range of training. Staff share that wellbeing is fully supported in this setting. Effective and open communication between leaders and staff is valued, improving staff morale and retention. Leaders and staff work successfully in partnership with parents and other external agencies to ensure the best support and care for children. For example, they have regular contact with the local specialist team and speech and language therapists. Parents speak highly of the setting. They value the support they receive on a personal level, and for their children's learning. Leaders work to continually reduce barriers to children's learning and development. For example, parents speak of the help and continual support received and the events arranged by the setting. 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 arrive at the setting happy and confident, ready to start their day. Staff welcome children in, sharing conversations with parents and carers to help them settle. Positive communication between parents and staff demonstrates an effective partnership. Children develop positive relationships with their peers. They communicate confidently and cooperate well during play and learning times. Children show kindness and respect towards each other and demonstrate a strong sense of belonging in the nursery. For example, children work together when creating and devising their own hopscotch game. Inspector: Kirsty Stickley About this setting Unique reference number (URN): 2600775 Babies and children feel happy and secure in the setting, enjoying a caring atmosphere where they can choose from a wide range of activities and follow their own interests. Babies enjoy using the slide to aid their physical development and older children excitedly participate in jumping and moving while following instructions. Leaders and staff have high expectations of all children. Children with special educational needs and/or disabilities are supported well to play and learn alongside their peers. Staff have a thorough understanding of their unique needs and meet these well, to ensure that all children have access to the curriculum. Children's emotional needs are well considered, which supports them to be prepared for their next steps in learning. Next steps The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action. We will issue a Welfare Requirements Notice requiring the provider to have taken the following action by the assigned date: Action Completion Date ensure at least one member of staff holds an approved level 3 qualification to work with children under 2 09/10/2026 About this inspection The inspector spoke with the nursery manager, practitioners, the special educational needs coordinator, parents and children 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. Address: Beech Avenue Middle Wallop Stockbridge Hampshire SO20 8DY Type: Childcare on non-domestic premises Registration date: 19/08/2020 Registered person: Feathered Skies Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00 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 10 September 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 38 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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