Woven Nursery

Woven Nursery
Unique reference number (URN): 2784910
Address: United Reformed Church, 44-46 Reading Road, Henley-on-thames, RG9 1AG
Type: Childcare on non-domestic premises
Registered with Ofsted: 02/05/2024
Registers: EYR
Registered person: Woven Nursery Enterprise Limited
Inspection report: 21 January 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
Some children make appropriate progress and move forward from their starting points.
However, not all children, particularly those with barriers to their learning, make the progress
they are capable of. Children's needs are known by staff. However, children do not always
receive the support they need. The learning environment for babies and younger toddlers is
not fully considered. The placement of furniture does not encourage babies' early walking
skills. The large open space does not consider younger children's emotional wellbeing fully,
particularly for some new children who are unsettled.
Children do not always experience a consistently ambitious curriculum to ensure they gain
secure skills and knowledge for their future learning. For example, pre-school children
develop some independence, such as learning to manage their coats. However, they are not
encouraged to put these away, and staff complete tasks for children that they may be able to
do themselves. Nevertheless, babies, toddlers and pre-school children benefit from some
activities that support their development. They enjoy books being read to them and singing
songs and rhymes. This helps to support their communication and language skills.
Behaviour, attitudes and establishing routines Needs attention
Sometimes staff do not manage routines well. For example, younger children sit without
meaningful interactions or activities for some time while waiting for lunch. Staff working in
the pre-school room generally manage routines suitably. They gain the children's attention
and provide clear simple instructions to them along with actions. This helps children to gain
awareness of what they need to do, and some follow these recently introduced routines well.
There are times when some children wander about and are not engaged consistently in play
or activities.
Leaders encourage parents to support children's regular attendance and explain why this is
important. Children who are used to attending settle well and are at ease in staff's care.
Some new children are beginning to form positive attachments to their key person. Leaders
do not fully consider the organisation of new children starting. As a result, there are
sometimes a number of unsettled children together. Older children form friendships and
enjoy play at activities together. Staff provide activities for pre-school-age children that
support them to take turns and share.
Staff are aware of how to manage children's behaviour. They promote the 'golden rules',
such as guiding younger children to use 'kind hands'. This helps to develop children's
understanding of the behaviour expectations. Staff work with parents regarding children's
behaviour needs and encourage a consistent approach between nursery and home. This
promotes continuity in the approach to children's behaviour. Staff praise children for their
achievements, which supports their confidence and self-esteem appropriately.

Children's welfare and wellbeing Needs attention
Staff are kind and well-meaning. They take steps to support children who are unsettled,
such as by giving babies cuddles. However, at times, the baby room does not offer a calm
environment. For example, staff sometimes play music loudly while there are upset crying
children. This raises the noise levels further and does not promote children's sense of
security and wellbeing. In addition, leaders have not considered how the space is organised
for the youngest children. Although some areas are defined with mats and furniture, the
space for the youngest children is large and open. This does not help all children to feel fully
at ease. Nevertheless, staff follow the youngest children's own routines, such as for sleep
times or bottle feeds. They know the children's individual comforters and ensure these are
available to them.
Pre-school children enjoy listening to stories that help them to explore and start to become
aware of their emotions. They begin to recognise potential risks, such as the wet tyres in the
garden, and understand that they may slip on these.
Staff follow good hygiene routines. For instance, they wear protective gloves and aprons
when changing nappies or serving food for children. Staff change children's nappies
regularly, and these are monitored to ensure all children are regularly changed. Children
wash their hands, including before they eat. They benefit from healthy meals. Children's
dietary needs are known and understood by staff, who follow clear procedures in relation to
these. Some staff support older children's awareness of how food supports their good
health.
Curriculum and teaching Needs attention
Overall, staff have an appropriate understanding of the curriculum, although this is not yet
fully secure. They typically know their key children's individual learning needs and what
support they need. However, staff do not provide consistent teaching and interactions to
support all children's learning. Staff are beginning to implement strategies to support
children with barriers to their learning. However, these are not yet embedded fully, such as
the use of visual communication cards and timetables.
Some improvements to teaching are being made. For example, new staff in the pre-school
are starting to establish routines and expectations for children. However, not all children
benefit from consistent learning experiences, particularly in the baby room. Some children
wander around and do not become engaged in activities. Sometimes they only have brief
occasional interactions from staff. Nevertheless, there are times when younger children
enjoy activities, including singing songs and rhymes together. At these times, staff support
children's developing speech and vocabulary development appropriately. Staff do not fully
consider the younger children's physical development, such as early walking skills. There is
some equipment where children can pull themselves up to stand. However, babies cannot
always easily practise their developing walking skills.
There are some resources and activities that some children engage with. For example,
younger children enjoy water play and pre-school children have fun outdoors. Staff working
in the pre-school room generally support children's learning well. They encourage children's
mathematical knowledge, such as their recognition of numbers and quantities using

Montessori resources. Staff encourage pre-school children's listening skills, such as when
reading a story. Some children offer their thoughts, which helps them to express their
understanding.
Inclusion Needs attention
Staff and leaders are aware of children's individual needs, including those who speak
English as an additional language, children with behaviour needs or those who have gaps in
their development. However, some children who need extra support wander around. They
do not always receive regular interactions from staff to help include them or support their
learning. Staff use observation and assessment to help identify children's individual learning
needs. They provide some strategies to help children who need extra support, such as a
visual 'now and next' board for toddlers. However, the use of some strategies is not always
consistent. Staff identify plans for putting in place more support, such as visual
communication pictures in the pre-school room.
Most of the staff have recently been trained in the graduated approach. Staff understand
their roles in identifying any gaps in children's development and progress. They know to
share any concerns and gain advice from senior staff who have more experience or
specialist training. Steps are being taken to seek support and guidance from outside
professionals to help support children's individual needs. Although there are some
weaknesses in the provision for children with additional needs, leaders have identified how
they use additional funding to support their needs. For example, children take part in
activities that help them to develop their vocabulary. This helps to close some gaps in
children's development.
Leadership and governance Needs attention
The provider has experienced staff turnover since registration. Recently, new staff have
joined the staff team. Some new staff are well qualified and have relevant experience,
particularly regarding supporting children with special educational needs and/or disabilities.
Leaders demonstrate awareness of the main strengths of the provision and practice along
with areas to improve. They have very recently created an action plan to help improve the
quality of care and education for children. Leaders work with other agencies when required
to support children's and families' needs.
The provider's recruitment processes are generally suitably robust. They have identified,
and are in the process of addressing, a gap in recruitment processes for overseas checks.
They have implemented a risk assessment, which means any staff who have not completed
all relevant suitability checks do not have unsupervised contact with children.
Staff typically feel supported in their well-being and workloads. They confirm that they have
supervision meetings and complete training online and in-house. Some of the training is
helping staff to start to reflect on children's individual needs more, such as recognising when
there are gaps in development. However, not all staff have sufficient understanding of their
roles and responsibilities. Sometimes, the provider does not fully identify where to target

support for staff. This means that at times children's care and learning needs are not met as
well as possible.
What it's like to be a child at this setting
Children who attend regularly generally settle quickly on arrival. Leaders promote children's
regular and timely attendance to help them benefit from the activities on offer. Most children
feel safe and secure and form caring bonds with staff. There are some suitable settling-in
procedures, including visits for children before they start. Staff gain relevant information
about children, such as favourite toys and home routines. However, sometimes leaders do
not consider the organisation of children settling in, such as several babies starting or
visiting together. Although staff do provide care and comfort to upset children, they do not
always consider the environment. For instance, staff sometimes play music loudly and do
not consider the number of babies crying. This does not offer children a calm and settled
environment where they feel safe and secure. Furthermore, the large open space for babies
may seem unfamiliar compared to home. The layout of furniture is not well considered for
babies' physical development, such as supporting early walking skills.
Staff show awareness of children's individual needs, including their backgrounds, such as
home languages spoken. They show understanding of completing observations and
assessments and acting on any gaps in children's development. Not all staff provide
teaching and interactions that support children's learning and development well enough. At
times, younger children wander around and staff do not always encourage their engagement
in play and activities. Sometimes, staff do not extend children's independence as they do
tasks for them that they may be able to do themselves, such as at lunchtime. This does not
support children to make the progress they may be capable of. Staff identify what they need
to do to support children with additional needs, such as seeking advice from professionals
and using strategies, including visual communication cards. However, these are mainly at an
early stage of being implemented and are not yet embedded securely to support children.
Nevertheless, all children enjoy some activities. Staff put out toys that they know children
like. Children benefit from some group story and singing times, which helps to promote their
language skills.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:

Inspector:
Sheena Bankier
About this setting
Unique reference number (URN): 2784910
Address:
United Reformed Church
44-46 Reading Road
Action Completion
Date
ensure staff gain the skills and knowledge so that they develop a
secure understanding of the curriculum, what they are teaching, and
how to support all children's learning and progress effectively,
including those with any barriers to their learning
13/02/2026
improve the learning environment for the youngest children to
promote their physical development and personal, social and
emotional development, particularly to support them to feel safe,
settled and secure, to help promote their learning and progress
13/02/2026
ensure staff gain a secure understanding of their roles and
responsibilities, particularly in relation to managing routines for the
youngest children, so that these meet children's needs and support
their meaningful engagement in learning
13/02/2026
About this inspection
The inspector spoke with leaders, staff, the designated safeguarding leads, the special
educational needs coordinator, children and parents 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.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.

Henley-on-thames
RG9 1AG
Type: Childcare on non-domestic premises
Registration date: 02/05/2024
Registered person: Woven Nursery Enterprise Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:00
Local authority: Oxfordshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 21 January 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
60
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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