Shepperton Organic Day Nursery

Shepperton Organic Day Nursery
Unique reference number (URN): 2831134
Address: The Old School Building, New Road, Shepperton, TW17 0QQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 22/01/2025
Registers: EYR
Registered person: London Organic Day Nurseries Limited
Inspection report: 23 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, including those with special educational needs and/or disabilities (SEND), make
typical progress from their starting points across the areas of learning. This equips them well
for the next stage of their learning, including their move to the next room within the nursery,
and ultimately to school. Children demonstrate positive attitudes towards learning and
remain engaged in activities for extended periods.
Children develop independence and physical skills as they grow. Younger children are
supported to feed themselves at mealtimes with increasing control using a spoon, while
older children lay tables, hand out plates and cutlery, and manage their personal care.
Regular stories and songs strengthen children's vocabulary, listening and understanding.
Consequently, children are confident talkers who form supportive friendships with their
peers. They communicate their ideas clearly and engage in meaningful conversations.
Children with SEND begin to show increased social confidence and assurance with familiar
routines.
Behaviour, attitudes and establishing routines Expected standard
Leaders create a positive and nurturing environment where children generally understand
routines and expectations. Consistent daily structures help children to feel secure and
enable them to engage positively in learning and play. Mixed groupings of children and staff
deployment support children's individual developmental needs effectively, particularly for
children with special educational needs and/or disabilities. Children move confidently
through the day because staff provide clear guidance and support. Staff specifically teach
skills including self-control and turn-taking, using visual supports such as sand timers. These
strategies help children develop patience, resilience and positive social interactions.
Relationships between staff and children are warm and respectful. Staff model kindness and
encourage children to cooperate, share and support one another. The youngest children
learn to interact positively with their peers and take turns when playing together with
puzzles.
Children demonstrate positive attitudes towards their learning. They engage enthusiastically
in activities, make choices independently and participate in adult-led and child-initiated
experiences. Staff use praise effectively to reinforce positive behaviour and encourage
children's confidence and engagement. Leaders work closely with families to establish
routines that support children's attendance, wellbeing and learning. Staff also adapt their
approaches to meet children's individual developmental needs. They ensure expectations
remain appropriate and achievable. Children behave well, understand expectations and
typically demonstrate positive attitudes to learning.

Children's welfare and wellbeing Expected standard
Leaders have established inclusive practices that ensure children who face barriers to
learning or wellbeing receive appropriate support. Effective partnership working with families
and professionals helps practitioners to understand children's circumstances and respond
effectively. Although leaders identify minor improvements to further strengthen consistency
in practice, children's welfare needs are met effectively. Children experience consistent
routines that support their welfare and wellbeing. They enjoy relaxed snack and mealtimes,
where they talk with staff about the food they are eating. Children have healthy, home-
cooked organic foods and are introduced to a varied diet. At mealtimes, children self-serve
their food and drink and use cutlery independently. Staff promote children's safety by
encouraging them to sit properly at tables. They guide younger children to climb steps
carefully to the sink, so they wash their hands safely. Younger children follow a calm nap
routine, supported by a dedicated staff member. Safer sleep requirements are followed
rigorously.
Children have access to a large outdoor area, which has dedicated space for exploring
nature and growing vegetables. Having regular access to the outdoors supports children's
wellbeing and emotional health. Staff steadily build children's confidence in managing
feelings through guidance. For example, they offer children a hug when they are upset. This
calm and caring support helps children to regulate their emotions.
Curriculum and teaching Expected standard
Leaders and staff implement a curriculum that overall supports all children, including those
with special educational needs and/or disabilities, to make secure progress. Staff use
assessment information to plan experiences that build on what children know and can do.
They carefully consider what children like and their next steps in learning to plan for their
continued development. For example, they provide a range of accessories to go with the
dolls in the role play area to encourage opportunities for children to develop conversational
skills. There is a sharp focus on developing communication and language through regular
sharing of stories and singing familiar nursery rhymes.
Staff interactions are generally effective in supporting children's learning. They speak to
children about what they are doing and engage in children's play. There are times, however,
when staff do not take advantage of opportunities to extend older children's knowledge to
the next level. When children show a particular interest in an activity, staff do not always
follow this interest in the moment to build on children's existing knowledge. For example,
staff enthusiastically join in when filling different containers with water, but they do not
consistently extend children's thinking by posing challenges that encourage them to
investigate further. This impacts children's opportunities to broaden vocabulary and deepen
their early mathematical understanding.
Inclusion Expected standard
Leaders and staff have high expectations for all children, including those with special
educational needs and/or disabilities (SEND). They provide an inclusive environment where
children, including those with SEND, access the curriculum alongside their peers and make

good progress. Children are assessed during their settling-in period to establish their
starting points to identify next steps. Ongoing assessments identify where children need
further support. Leaders and staff work with professionals to help reduce the barriers to
learning. For example, staff work with the local authority SEND team and speech and
language therapists to share strategies to support children's next steps. They implement
advice and review adaptations with parents to check their impact. Staff know children well
and typically adapt teaching and routines effectively to meet individual needs. For example,
staff use simple sign language and visual prompts to help children with communication
needs express themselves and communicate with others.
Leaders are secure in their knowledge on how to use any additional funding to support
children, such as early years pupil premium. Although they do not currently have any
children eligible for this, they understand how it could be used to enhance children's learning
and development by providing additional resources or targeted support to build on their
knowledge, skills and life experiences. This shows readiness to respond effectively to the
needs of disadvantaged children.
Leadership and governance Expected standard
Leaders are reflective about the nursery and identify strengths and areas that require
improvement. They conduct regular staff supervision meetings, monitor staff wellbeing and
consider workload. Staff report that they feel valued, listened to and supported, which
contributes to consistent care and learning for children. Leaders have developed an
induction and recruitment procedure that ensures staff working with children are suitable.
This includes mandatory training, such as first aid and safeguarding. Leaders identify
individual training needs and provide support for staff to obtain professional qualifications.
This supports staff to strengthen their practice. However, at times, leaders do not always
ensure that professional development is sufficiently strategic, and this has not fully
addressed minor inconsistencies in the quality of teaching.
Leaders work closely with parents and external professionals to secure targeted support and
access funding, make referrals and support the needs of all children, including those who
face barriers to their learning, such as those with special educational needs and/or
disabilities. They prioritise inclusion and take purposeful action to reduce barriers to
learning. Parents comment positively on the nursery and its leaders. They feel very well
informed about their children's progress and feel their children have made progress from
their starting points. They comment on the nursery's open-door policy and how they feel
valued and listened to.

What it's like to be a child at this setting
Children enjoy their time at nursery. They arrive happy and ready to start their day. Children
form secure attachments with staff and, as such, they interact easily with them. They
typically show positive behaviour as they confidently express their thoughts and ideas.
Children have many opportunities to spend time with other children and staff from across the
whole nursery. This enables them to readily accept support from all members of staff, as
well as their assigned key person.
All children, including the very youngest and those who have special educational needs
and/or disabilities (SEND), are supported to communicate their wants and needs in several
ways. For example, staff support children to build on their range of words through a variety
of activities, such as talking to children during their play and reading stories together.
Children also use visual prompts, such as objects, to communicate which song they would
like to sing next. This ensures that all children are able to have their voices heard and
listened to.
Children enjoy a language-rich environment, sharing stories, songs, conversations and
focused activities that help to develop vocabulary and their listening and attention skills.
Children become increasingly independent in managing self-care tasks and taking part in
the daily routines. Children enjoy social mealtimes together. They lay the tables, serve
themselves and try new foods.
Children who need additional support in their learning are generally quickly identified as staff
know the children well. Strategies are put into place to narrow the gap in learning and
support children to reach their potential. Children, including those with SEND, make good
progress from their starting points.
Parents speak positively about the experiences and support their children receive. Leaders
promote regular attendance and work with parents to help children gain the most from their
time at the setting.
Next steps
Leaders should strengthen staff interactions to consistently extend children's language,
thinking and learning.
Leaders should improve support, coaching and training to develop staff's skills and
confidence in the teaching of mathematics.
Leaders should support staff to enhance their practice further to consistently recognise
opportunities to extend children's learning.
About this inspection
The inspector spoke with leaders, staff, parents and children during the inspection.

Inspector:
Jane Appleby
About this setting
Unique reference number (URN): 2831134
Address:
The Old School Building
New Road
Shepperton
TW17 0QQ
Type: Childcare on non-domestic premises
Registration date: 22/01/2025
Registered person: London Organic Day Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
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 23 September 2026
Children numbers
Age range of children at the time of inspection
1 to 3
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.

Total number of places
40
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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