Littlebrook Nursery Oaklands

Littlebrook Nursery Oaklands
Unique reference number (URN): 2893240
Address: Wick Lane, Englefield Green, Egham, TW20 0XN
Type: Childcare on non-domestic premises
Registered with Ofsted: 01/06/2026
Registers: EYR
Registered person: Littlebrook Nursery Limited
Inspection report: 5 August 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, including those that face barriers to their learning, are not provided with
consistently high-quality learning experiences through a well-considered and ambitious
curriculum. Children are not always motivated and encouraged to engage in meaningful
learning which sparks their curiosity and interest alongside helping them to build on what
they already know and can do. Not all children gain the age-appropriate skills ready for their
next stage of learning, including going to school.
Children are happy and content in their environment. They seek comfort and support from
familiar adults when it is needed. Children link up with each other to share their experiences.
Children share back-and-forth communication and are keen to talk about what they enjoy
doing at home. They talk about their likes and dislikes. This supports their social and
emotional development as they establish positive relationships. Younger children investigate
during sensory play and examine technological resources. They are inquisitive and seek to
find out more by exploring.
Behaviour, attitudes and establishing routines Needs attention
Leaders' and staff's expectations of children's behaviours are not implemented well enough
to help children to fully understand the rules and boundaries in place. For instance,
strategies used to support children as they learn to share resources, such as using timers,
are not consistently applied. Inconsistent messages leave some children feeling uncertain
about expectations and boundaries. Children are left to continue behaviours that others
have been asked not to. In addition, weaknesses in the planned and focused activities have
a negative impact on children's attention to learning. For example, activities are not well
thought out to incorporate children's interest. At times, children can wander, become
disengaged and easily distracted. This does not fully support children to develop
consistently high motivation in their learning.
Children are supported well as they transition through aspects of the routine. This supports
them to understand what is happening next, which helps them to feel safe and secure. Staff
are kind and talk to children with respect, offering comfort and support during times when
they become upset. Children respond well to staff and follow direction and instruction. Staff
offer praise to children when they have made positive choices. This helps children to
develop confidence and builds their self-esteem. Mostly, staff notice times when children
need support to manage minor conflicts and help them to resolve these peacefully. This
helps children learn the important skills needed to build healthy relationships as they begin
to understand the feelings of others.
Curriculum and teaching Needs attention
Leaders recognise that the quality of the curriculum is not effective but have not acted swiftly
enough to address weaknesses. The lack of a well-sequenced curriculum limits children's
learning experiences. Staff do not have a shared understanding of what they want children

Urgent improvement
to learn and why it is important. Therefore, some learning can be incidental rather than
intentional. There are inconsistencies in teaching and learning across the setting. Children
are often left alone while they play without quality interaction to help them build on their
knowledge and skills. This means that some children, including those that face barriers to
their learning, spend periods of time without engaging in purposeful learning and play that
support their overall development and progress.
Staff encourage children to look at books and explore their understanding by asking them
questions. Children enjoy singing and talk confidently to staff and one another. This supports
their communication, language and early literacy skills. Outdoor activities provide children
with opportunities to be active as they move around with confidence and pleasure. Staff
support children as they build and construct. For instance, staff help children to build tall
towers. They help children recognise the different colours of the bricks and count them as
they place them on top of each other. Children listen with interest to what staff tell them and
mimic spoken words. This supports children's mathematical awareness as they play and
explore.
Inclusion Needs attention
Leaders and staff do not effectively identify children's needs promptly and accurately,
including any emerging or changing needs. These inconsistencies reduce the quality of
support children with special educational needs and/or disabilities (SEND) or those who face
barriers to their learning receive. Weaknesses in partnership working with parents do not
promote consistency in the care and support for all children. Some staff members do not
fully understand the details of arrangements and support in place for children to ensure that
their individual needs are consistently met. Not all children receive the support they need to
help them thrive.
Overall, staff carry out required assessments. They seek further advice and guidance from
relevant professionals to help them to support children with SEND in the setting. However,
this is not always understood and put in practice. When staff implement appropriate
strategies, such as giving children time to process information and share their thoughts, this
helps to build children's confidence. Children learn to communicate their needs effectively.
Visuals and signs used by staff help children to participate fully in activities. Funding is used
to purchase additional resources that provide targeted support. This helps to support
development in intended areas.
Children's welfare and wellbeing Urgent improvement
There are weaknesses in risk assessment processes which place children at potential harm.
For instance, weak oversight and leadership does not ensure hazards, such as broken
shelters, resources and staff storing items on the children's evacuation cot, are identified
and removed promptly. Additionally, leaders have not ensured that daily risk assessments
are carried out thoroughly, which means staff miss unsafe objects in the garden while
children play. This does not promote children's welfare or help to keep children safe.

Leaders and staff do not fully understand the arrangements for intervention that are in place
for children, which limits the effectiveness of support they receive. Additionally, leaders and
staff do not always gather pertinent information regarding children's health. This means that
children's individual needs are not always met. Strategies to share information with parents
are inconsistent. For instance, some parents are unaware of who their child's key persons
are and are given limited information by staff regarding support for their child's individual
next steps of learning. This does not support continual learning and offer assurance to
parents that their children's individual care and learning needs are supported. Staff help
children to develop positive foundations to hygiene. For example, they wash their hands
before meals and after using the toilet. Children sit well at a table at mealtimes and staff
promote good manners.
Leadership and governance Urgent improvement
The provider does not have an accurate understanding of the quality of the provision. They
have not ensured that staff fully understand and implement polices and procedures
consistently. Breaches in requirements have a significant impact on children's safety, care
and learning. For instance, potential hazards to children's safety have been overlooked.
Ineffective key-person arrangements mean that children's learning and care are not tailored
to suit their individual needs, including those children with special educational needs and/or
disabilities or those who are disadvantaged. Communication with parents and other settings
that children attend is ineffective. This negatively impacts on building positive relationships
and supporting continuity of care and learning for children. Weaknesses in communication
with parents reduce effective collaboration and lead to distrust in those that care for their
children.
Changes to the staff team and organisation of the setting have created a period of instability
and has impacted on staff's morale and their overall wellbeing. Arrangements for
professional development, coaching and support of staff are not yet embedded. Steps to
improve the quality of the provision have not been acted upon swiftly enough. However,
leaders demonstrate a commitment to make the necessary improvements to provide
consistency for staff, children and parents and improve the quality of care and educational
standards.
What it's like to be a child at this setting
Children's safety and experiences are compromised because weaknesses in leadership and
governance limit the effectiveness of management's oversight. There are insufficient

arrangements in place to ensure risks to children are promptly identified and suitably
managed. The ineffective key-person arrangements mean that children do not always
benefit from a named adult that fully supports their individual needs, which limits the
consistency of their care and learning. Leaders have not communicated well enough with
parents, which results in weaknesses in partnership working and continual support for care
and learning for children.
The quality of children's overall education is variable. Leaders have not established a clearly
defined curriculum to ensure children's learning is well planned and progressive. This does
not support children, including those with special educational needs and/or disabilities, to
achieve to the best of their ability. Leaders and staff have appropriate expectations for
children's behaviours. However, staff's inconsistent reinforcement of rules does not give
children clear messages, which can lead to confusion.
On the whole, children enjoy their time at the setting. They are polite, kind and caring. They
eagerly explore the outdoor environment and mostly play cooperatively with one another.
Children patiently wait their turn to use the apparatus outside. Their patience is praised by
staff. Children are confident movers and explore different ways of moving their bodies. For
example, children ride bikes around open spaces and skilfully avoid objects. Children
develop their fine motor skills as they roll, pat and manipulate play dough.
Children attend regularly and demonstrate they have developed friendly relationships with
each other and staff members. Leaders have arrangements in place to monitor children's
attendance and promote punctuality. Leaders and staff recognise the importance of children
establishing secure foundations in routines and learning, which help prepare them for the
future.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion Date
take action to implement a rigorous system for risk
assessment to ensure hazards are identified and
managed effectively and promptly, so that children are
not exposed to risks
17/08/2026
implement effective key-person arrangements to ensure
all children receive tailored support to ensure their
individual needs are met
31/08/2026
improve staff understanding of partnership working and
ensure targeted special educational needs and/or
disabilities support is consistently implemented to meet
each child's individual needs
31/08/2026

Inspector:
Kelley Ellis
About this setting
Unique reference number (URN): 2893240
Address:
Wick Lane
Englefield Green
Egham
TW20 0XN
Type: Childcare on non-domestic premises
Registration date: 01/06/2026
Registered person: Littlebrook Nursery Limited
Action Completion Date
ensure staff implement consistent behaviour
expectations and boundaries to help children know and
understand what is expected of them
31/08/2026
implement secure partnership working with parents to
ensure an effective two-way flow of information to meet
children's individual needs consistently
31/08/2026
ensure an ambitious, well-structured curriculum is fully
implemented and clearly understood by staff
30/09/2026
About this inspection
The inspector spoke with leaders, staff, parents, children and the special educational needs
coordinator during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality 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.

Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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 5 August 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
42
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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