URN 2853153 · Inspected 2026-09-15 · Published 2026-10-20 · Inspector: Immy Gunputh
Winterborne Stickland Nursery School CIO Unique reference number (URN): 2853153 Address: Winterborne Stickland Nursery School., Winterborne Stickland, Blandford Forum, Dorset, DT11 0NN Type: Childcare on non-domestic premises Registered with Ofsted: 11/09/2025 Registers: EYR, CCR, VCR Registered person: Winterborne Stickland Nursery School CIO Inspection report: 15 September 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Expected standard 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. Achievement Expected standard Children typically make progress from their individual starting points across all areas of learning and development. They are confident and curious learners who explore activities independently and remain engaged for sustained periods. For example, children investigate the texture of wet sand, using a variety of tools, small-world animals and vehicles as they experiment with the different marks and patterns they can create. Children build on their knowledge and experiences as they investigate, solve problems and work collaboratively. For instance, they use blocks of different sizes to create their own structures. They think carefully about which blocks they need next and where to place them, demonstrating problem-solving skills as they adapt and extend their ideas during play. Babies develop their early communication skills as they name familiar farm animals, imitate animal sounds and join in with familiar songs. They use their imagination during play, helping to build their vocabulary and understanding of the world. Behaviour, attitudes and establishing routines Expected standard Leaders have established a positive environment where expectations for behaviour are generally well understood and reinforced. For example, when babies and toddlers display unwanted behaviours, staff gently remind them about using 'kind hands' and model positive behaviour. Older children communicate kindly with one another, taking turns with resources and encouraging their peers to join in activities, promoting positive relationships and cooperation. Leaders and staff typically take an inclusive approach to supporting and understanding children's behaviour and establishing routines. They consider children's individual needs and stages of development. For example, children who experience barriers to their learning are supported appropriately through the use of visual prompts, such as 'Now and Next boards', alongside clear, simple language and repetition. This helps children understand what will happen next and supports participation in daily routines. Leaders' approach to attendance is clear, and parents show they understand their responsibilities. Leaders show they can identify patterns of poor attendance and engage with parents to ensure that attendance is a priority. Parents say that they have positive relationships with staff and can share any concerns they may have. Curriculum and teaching Expected standard Leaders have developed an ambitious curriculum across all 7 areas of learning. The curriculum is generally sequenced well across the setting, enabling all children, including children with special educational needs and/or disabilities and those who face barriers to learning and/or wellbeing, to progressively build the skills they need for their next steps in learning. Leaders review the curriculum regularly and support staff to develop their teaching skills. Staff use assessment information to identify children's starting points and next steps. Communication and language development are prioritised throughout the setting. Staff use signing, songs, stories and regular interactions to help children develop their understanding and express their wants and needs. Staff promote a love of reading throughout the setting. Babies and toddlers listen attentively to stories and enjoy revisiting familiar books, such as interactive peekaboo stories. These experiences support their early attention skills and communication. Older children listen carefully during group story sessions. Staff encourage the children to think about what might happen next, supporting their understanding of stories and helping them to remain engaged in shared reading activities. Staff typically provide opportunities for children to develop their mathematical learning. For example, babies begin to develop their early counting skills as staff encourage them to count when taking turns on the slide. Older children develop their mathematical skills as they chop apples into smaller pieces during imaginative play, discussing concepts such as size while pretending to make an apple pie. Inclusion Expected standard Leaders have created a welcoming environment where children, including those with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing, feel valued. They work closely with parents from the outset, which helps them understand each child's individual needs and starting point and identify factors that could affect their learning or wellbeing. As a result, staff provide the right support from an early stage, ensuring all children are supported promptly. Leaders work closely with staff, parents and other professionals to plan, implement and review support for children, ensuring that it is responsive to their changing needs. They actively seek and implement advice from relevant specialists and external partners when Needs attention required. For example, leaders work effectively with the health visiting team and speech and language therapists to develop strategies that support children's learning and development. A whole-setting approach to sign language supports children's communication and language development. For example, babies and younger children use simple signs to communicate their wants and needs. Leaders have also introduced visual supports, such as 'Now and Next boards', to help children understand routines and anticipate what will happen next. Leaders and staff use additional funding effectively. Children benefit from targeted resources, interventions and strategies that help them feel secure, engage in learning and participate fully in nursery life. For example, children take part in tailored interventions, which support their listening and attention skills. Children's welfare and wellbeing Needs attention Leaders do not ensure that statutory safer eating guidance is consistently implemented across the setting. Some staff, who supervise children during mealtimes, do not have the required training, such as food hygiene, to promote safe eating practices and understand food handling processes. This does not keep children consistently safe during mealtimes. Settling-in arrangements are tailored to children's individual needs. Staff work closely with parents to gather detailed information about children's interests, allergies, dietary requirements and care needs, enabling them to adapt care and learning experiences appropriately. This supports children and families to build positive relationships with staff from the outset. Staff provide nurturing care that supports children's emotional wellbeing. They use familiar nursery rhymes during care routines to help children feel secure and engaged. Children form positive bonds with staff and seek reassurance when needed. Staff act as positive role models, helping children to develop good hygiene practices. For example, children are supported to wash their hands before meals and after using the toilet. Staff also have a clear understanding of safe sleep practices. This means children are supported to rest safely, promoting their overall wellbeing throughout the day. Staff support all children to become increasingly independent in managing their personal needs. For example, babies and toddlers are encouraged to remove their shoes after outdoor play. Older children are supported to make healthy choices and are encouraged to peel their own fruit. These opportunities help children to develop independence and self- care skills. Leadership and governance Needs attention Leaders have not fully met their statutory responsibilities to ensure that staff receive the required training to fulfil their roles when children are eating, such as food hygiene. Furthermore, leaders fail to show a clear understanding of safe eating practices, as they do not identify when staff without the required training supervise mealtimes and complete food handling processes. This puts children at risk during mealtimes. Leaders work closely with families and other professionals to support children's wellbeing, learning and development. They have a good understanding of how to access specialist advice and services to help meet the needs of all children, including children with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing. Positive communication between home and the setting is promoted through regular exchanges of information at drop-off and collection times, alongside the use of an online communication system. Leaders have identified the need to strengthen this further by sharing children's next steps in learning and how parents can support these at home. Staff value the support they receive from leaders. They report that they feel appreciated in their roles and that their workloads are manageable. Leaders demonstrate a clear understanding of safer recruitment practices and provide effective inductions for new staff. 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's health and safety during mealtimes is compromised by weaknesses in safer eating practices. Leaders do not have effective oversight or show a clear understanding of the requirements for staff training, such as food hygiene, when staff are supervising mealtimes and handling food. Therefore, some staff who supervise children during mealtimes do not have the required training. This does not assure children's safety and is a breach in statutory requirements. Children arrive happily and settle quickly into the welcoming environment, where they form positive relationships with caring staff who know them well. They feel safe, valued and confident. Predictable routines help children understand what is expected of them throughout the day, supporting their sense of security and belonging. Children develop increasing independence through everyday experiences, for example taking their wellington boots off when they come in from outside and taking responsibility for tidying away resources. Children enjoy a variety of opportunities to explore, investigate and develop their physical, social and emotional skills. For example, they develop physical coordination as they negotiate space on bicycles, engage in imaginative play and work cooperatively with their peers during group activities. Outdoor play is a regular feature of the daily routine and is accessible to all children. Staff ensure that the resources, equipment and environment are adapted so that all children can benefit from being outside. For example, children use their imagination as they make pretend food in the mud kitchen and learn to take turns as they go down the slide. Children with special educational needs and/or disabilities (SEND) and those who face other barriers to learning and/or wellbeing are well supported and fully included in all aspects of nursery life. Staff work closely with parents and other professionals to ensure children receive appropriate support. There are effective systems in place to help track children's Inspector: Immy Gunputh About this setting Unique reference number (URN): 2853153 development and progress, with specific support in place to help children with SEND and those who face other barriers to their learning and/or wellbeing. This supports all children to make progress. Leaders promote the importance of good attendance and work closely with families to support children to attend regularly and access the curriculum. 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 ensure leaders have a clear understanding of the statutory requirements for staff training regarding safer eating and handling of food to keep children safe 06/10/2026 ensure all staff, who are supervising children eating, have the necessary training so that children's health and safety is consistently promoted and risks are minimised 06/10/2026 About this inspection The inspector spoke with leaders, practitioners, a 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: Winterborne Stickland Nursery School. Winterborne Stickland Blandford Forum Dorset DT11 0NN Type: Childcare on non-domestic premises Registration date: 11/09/2025 Registered person: Winterborne Stickland Nursery School CIO Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00 Local authority: Dorset Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 15 September 2026 Children numbers Age range of children at the time of inspection 0 to 3 Total number of places 41 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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