CareLoveLearn at St Oswald's

CareLoveLearn at St Oswald's
Unique reference number (URN): 2802129
Address: St. Oswalds Primary School, Council Avenue, Ashton-in-makerfield, Wigan, WN4 9AZ
Type: Childcare on non-domestic premises
Registered with Ofsted: 07/08/2024
Registers: EYR, CCR, VCR
Registered person: CareLoveLearn Childcare Limited
Inspection report: 17 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
Children form close relationships with their key person and their peers. They know who to
go to for comfort, which helps them to feel self-assured and confident. They learn about
emotions and how to talk about their feelings. Overall, children are well prepared for the next
stages in their learning. They make progress from their starting points, regardless of any
special educational needs and/or disabilities or barriers to learning. Where gaps are
identified in children's development, leaders ensure that these are addressed promptly.
Children typically benefit from a range of activities where they can build on what they
already know and can do. As such, most children develop the skills they need to move their
learning forward. Children engage well in activities. They receive opportunities to share
stories and songs with their key person, who narrates their play and helps them to learn new
vocabulary. Children have daily access to the outdoors and opportunities to develop their
physical skills, where they can practise rolling, climbing and jumping.
Behaviour, attitudes and establishing routines Expected standard
Children are very settled and happy. Leaders emphasise the importance of positive
behaviour management. Children quickly learn what is expected of them and the rules and
boundaries of the setting. Children are starting to build positive relationships with staff and
are comfortable with them. Leaders have high expectations for behaviour. They model
positive behaviour, including manners and positive interactions. They identify where children
may need support with behaviour and reminders of the rules. Children are engaged in
routines. Staff use a tambourine to help signal when it is time to tidy up and encourage
children to join in. They know the routines already and are aware of what is coming next.
Leaders and staff monitor and promote attendance and punctuality. They work with parents
to help them understand the importance of children attending regularly and the benefits of
this for their learning and development. Leaders and staff support children to develop a
positive attitude to learning and support them in exploring feelings and emotions. Children
learn how to express when they are happy, sad or angry, and staff support them in
acknowledging these feelings.
Children's welfare and wellbeing Expected standard
Children are supported well and form secure attachments to their key person. Children are
happy, safe and secure and know who to go to for support and comfort. They are reassured
by familiar adults, and the key-person system is well embedded. Leaders work closely with
parents to help promote children's welfare and wellbeing. They provide information to
parents about the importance of minimising screen time and the effect of this on children.
Leaders and staff promote the importance of being healthy. For example, they provide
children with activities to encourage healthy food choices and teach them about foods that
are good for their body. Leaders also work with parents to inform them of the benefits of a

healthy diet. However, this is not yet reflected in the meals provided by parents. This means
that children do not always receive healthy meals and snacks in their packed lunches.
Leaders and staff promote independence, particularly at mealtimes, when children get their
own trays and unpack their own lunch boxes. Staff follow the nursery's safer sleep
procedures. They ensure that sleeping environments are safe, clean and well maintained.
Staff stay with the babies and younger children while they sleep.
Curriculum and teaching Expected standard
Leaders have developed their own 'Care, Love, Learn' curriculum. The curriculum is
ambitious and builds on children's previous learning. It is designed to cover all areas of
learning and development and sets out clearly what staff want children to know and learn.
Adaptations to the curriculum help to ensure that all children, including those who face
barriers to their learning, can make progress from their starting points.
Staff focus their planning on promoting children's personal, social and emotional
development, and helping them to learn about their feelings and behaviour. As a result,
children are secure, safe and happy. Staff promote a love of books, with a focus on
storytelling and sharing songs and rhymes. Physical development is prioritised across the
setting, with many opportunities for activity both indoors and outside, where children can
practise their developing skills. Staff model mathematical language through daily activities
and play, to help children develop an understanding of number, shape and size.
Staff typically tailor their teaching to support children's individual needs. However, this is not
consistently implemented, and children's individual next steps are not always considered in
planning learning experiences. This means that learning is not always personalised to what
children need to learn next.
Inclusion Expected standard
Leaders quickly identify children's needs to ensure they are met. Staff carry out regular
monitoring of children's needs and observe their next steps to help identify gaps in learning.
Leaders and staff complete baseline assessments and initial communication and language
assessments. Where any gaps in development are identified, staff communicate their
findings to parents, and they work together to implement plans and support packages to
help children make progress.
Leaders and staff consider all children's potential barriers to learning through the settling-in
processes. Referrals to other agencies are made in a timely manner, and staff liaise with
other professionals, including speech and language therapists and educational
psychologists, to provide coordinated support to ensure all children get the help they need.
Leaders use local services to support children who speak English as an additional language
or those known or previously known to social care. This helps to identify barriers to learning
they may face and what the setting has implemented already. As a result, leaders and staff
can easily identify what additional support can be offered to help children to make progress.

Leadership and governance Expected standard
Leaders have a clear understanding of the setting's strengths and areas they want to
improve. They have worked on designing and implementing a new curriculum which
celebrates children's achievements. They are mindful that this is in its infancy and not yet
fully embedded. Leaders aim to prepare all children for future learning and the transition to
school, regardless of any barriers they may face to their learning.
Leaders implement a robust procedure for safer recruitment. Once recruited, leaders run
extensive suitability checks, including references. All new staff have 3-monthly reviews and
a thorough induction process. Leaders support staff through regular supervisions and
appraisals. They celebrate staff strengths and identify areas where improvements can be
made to practice. Staff are conscientious and attend additional training to help them to
improve their teaching.
Parents speak highly of the setting. They talk about the support they receive as a family and
for their children's learning. Parents say that the staff are 'excellent with the children and
can't do enough for them'. Transitions to school are effective, especially when children have
their lunch in the hall so they know staff, the routines and behavioural expectations. Leaders
and staff are aware of the requirement to promote healthy eating. They provide information
to parents and/or carers to help them to understand the importance of healthy packed
lunches and snacks. However, this has not yet had the desired impact for all children.
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 are happy and settled. They separate easily from parents/carers on entry and
immediately engage in learning and activities. Children are curious and ask questions to
support their learning. They benefit from close relationships with their key person, who talks
to them about what they are doing, offering a narrative to their play, asking questions and
modelling language. Children typically make steady progress and enjoy varied activities and
opportunities, to help them to develop in all areas. Babies laugh and giggle when staff play
games with them. They are comfortable and know who to go to for support. Babies have
'People Who are Special to Me' books, which help them to settle and provide a link to home.
Older children enjoy stories with the staff, who are animated and engage children in the
story. Children learn new words, which enhances their vocabulary. They are encouraged to
use these in their play with peers.
Leaders and staff have high expectations for all children. Children with special educational
needs and/or disabilities are supported well to play and learn alongside their peers. Staff
know the children well, which helps them to plan activities to support their interests. All
children are included, and leaders and staff ensure they have opportunities to explore their
own cultures and backgrounds. Children learn to be independent and to show respect and
politeness to their peers. They form positive relationships with their peers and demonstrate
positive behaviour. Children learn about the local community and develop an understanding
of the wider world. This helps them to build empathy and connection with others.
Next steps
Leaders and staff should continue to develop and embed the curriculum to further reflect
children's individual needs and next steps.

Inspector:
Michelle Highcock
About this setting
Unique reference number (URN): 2802129
Address:
St. Oswalds Primary School
Council Avenue, Ashton-in-makerfield
Wigan
WN4 9AZ
Type: Childcare on non-domestic premises
Registration date: 07/08/2024
Registered person: CareLoveLearn Childcare Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Wigan
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
Leaders should continue to work with parents to promote healthy eating to ensure that
children benefit from healthy meals and snacks.
About this inspection
The inspector spoke with the nursery manager, senior leaders, practitioners, 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.

This data is from 17 September 2026
Children numbers
Age range of children at the time of inspection
0 to 11
Total number of places
96
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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