URN EY289526 · Inspected 2025-12-02 · Published 2026-02-26 · Inspector: Kelley Ellis
Good Manors Day Nurseries Ltd Unique reference number (URN): EY289526 Address: 118 Miller Drive, FAREHAM, Hampshire, PO16 7LN Type: Childcare on non-domestic premises Registered with Ofsted: 30/09/2004 Registers: EYR, CCR, VCR Registered person: Good Manors Day Nurseries Limited Inspection report: 2 December 2025 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 Behaviour, attitudes and establishing routines Expected standard Leaders and staff have created a positive environment. They encourage children to make their own choices and express themselves. Staff are mindful of supporting children's emotional wellbeing by guiding them as they navigate and understand their growing feelings and emotions. This helps children to understand their feelings and begin to understand the feelings of others. Children demonstrate high levels of engagement as they explore a well- resourced environment and well-considered play activities. Staff support them as they learn to share and take turns as they play age-appropriate games. Children receive generous praise in recognition for the good behaviours they display. Staff consistently reinforce the behaviours they expect from children. They recognise children's age and stage of development when considering their expectations. For example, staff refer to the written 'golden rules' regularly with older children. They use facial expression, body language and tone of voice when teaching younger children. This helps children to understand what is expected of them as they learn about right and wrong. Leaders and staff place a focus on promoting positive behaviours and attitudes through well- established routines. They actively encourage good attendance, which helps children to build strong relationships and trust in those that care for them. Children's welfare and wellbeing Expected standard Staff talk confidently about children's interests and individual characters. They value each child's uniqueness and tailor activities and play to support their likes and fascinations. Staff are responsive to the children's care needs and ensure they are readily available to support their emotional wellbeing. They work closely with parents and carers to align routines from home and offer support with weaning stages and eating routines. Parents comment that the support they receive has helped them greatly. The role of the key person is understood and embedded in practice. Staff have established strong bonds with their key child, which helps them to feel safe. Children go to staff for play and reassurance when it is needed. Children follow good hygiene practices, which support their growing independence and self- care skills. This is a strength of the setting. Children learn how to make healthy choices. Mealtimes are social times where staff consistently promote good manners. Staff talk to children about healthy foods, drinks and exercise. This helps them understand what they need to stay fit and well. Children have daily access to the outdoors where they can move around freely with pleasure and confidence. This has a positive impact on their overall wellbeing. Inclusion Expected standard Leaders and staff take prompt action to ensure that children with special educational needs and/or disabilities (SEND) receive effective support. Staff work with other professionals and parents and carers to ensure that children's individual health and learning needs are met. Needs attention Staff are flexible and make the necessary adaptions to routines and activities to help children to access their learning. They have created an inclusive environment where children are lovingly welcome and valued. Leaders and staff make sure that additional funding is purposefully used to improve outcomes for the children. For example, they have bought items specific to children's interests that make up individual bags to help children to regulate their emotions. This helps children to stabilise their emotions and feelings. Parents comment positively on the additional support they receive and the impact this has had on their children's health and progress. Staff attend regular training, such as Makaton training, to help them improve their skills. Staff help each other learn simple signs to establish consistency in what the children learn. This supports children's communication skills. Staff conduct regular assessments to ensure that any gaps in children's learning are identified, explored and supported with targeted plans. Children with SEND make progress from their starting points in development. Achievement Needs attention On the whole, children do not achieve their full potential in communication and language. This is a result of weaknesses in the quality and inconsistencies of interactions some children receive. However, children with special educational needs and/or disabilities do receive targeted support and, as such, make individual progress as they broaden their communication skills. Children, including those who face barriers to their learning, do not make the progress they are capable of in mathematics. This is due to the weaknesses in the curriculum. As a result, this does not support all children's overall development across all 7 areas of the early years foundation stage. Children are well supported as they transition through the rooms of the setting. For instance, staff know children's baseline assessments and discuss their current progress and next steps. This helps children to be prepared for their next stage of learning. Curriculum and teaching Needs attention Children do not benefit from a well-rounded curriculum that is understood by all staff. This negatively impacts on what some staff teach children. For example, staff do not skilfully weave mathematics through their interactions and activities. This does not help children to develop their skills and build positive foundations in mathematics. In addition, the communication and language curriculum is not fully effective. Some staff do not use opportunities to strengthen children's language by giving them new vocabulary. This does not support children's emerging speech. All children, including those with special educational needs and/or disabilities, are encouraged to improve their physical skills from an early age. For instance, staff support the youngest children to build their core strength as they pull themselves up, climb and walk around furniture. Staff make good use of outdoor spaces to help children improve their strength and coordination as they bend, stretch, lift and pull resources. This helps children to develop important muscles they need for sitting and standing. The respectful relationships between staff and children impact positively on children's personal, social and emotional development. Staff are attentive and nurturing to children. For example, they cradle children as they feed them their bottle and pat them gently as they soothe them to sleep. Staff know the children well. Their daily observations and assessments inform them of what children can do. Children are provided with next steps in learning to aid their progression. Leadership and governance Needs attention Leaders have not identified aspects of the curriculum that require attention. The intention for children's learning lacks ambition for what children can achieve in all areas of the early years foundation stage. In addition, leaders have not recognised the gaps in some staff members' knowledge and inconsistencies in their teaching. Staff do not fully understand how to implement the curriculum in the way that it is intended. This does not ensure that children gain broad experiences and learning across all areas of development. There have been some changes that have affected the leadership team. Leaders have taken on their roles with passion and dedication and are working towards children and families receiving high-quality care and education. They have worked tirelessly to build a strong workforce where staff feel valued and respected. Leaders support staff and one another effectively to ensure that any changes have not affected the day-to-day running of the setting. Staff report high levels of support, morale and manageable workloads. They receive opportunities to enhance their professional development through individualised training programmes. They feel valued and are encouraged to grow within the company. The tailored support staff receive has a positive impact on children's wellbeing. 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 There are weaknesses in the curriculum design that do not support children to make the progress that they are capable of in all areas of learning. In addition, the gaps in some staff's knowledge regarding the intention for children's learning have a negative impact on their confidence and teaching abilities. These inconsistencies do not help staff to successfully build on children's learning as they progress through rooms. Leadership and governance are not consistently secure because they have not identified these areas to be improved. This has a negative impact on children's learning. Children are lovingly greeted as they arrive to start their day. They quickly immerse themselves in activities and are ready to learn. Leaders recognise the importance of promoting good attendance and punctuality. As a result, children establish good routines and gain a sense of belonging in the setting. Staff have developed positive relationships with children, which helps children to feel safe and secure in their environment. The gentle encouragement and respectful culture leaders and staff have created are reflected in the positive behaviours that children display. Staff promote children's independence skills well. For instance, they teach children strategies to help them to put on their coats successfully without help. Staff recognise and celebrate children's achievements. This supports children's wellbeing as they demonstrate pride in their accomplishments. Children love being outside in all weathers. Staff ensure that children are dressed appropriately for the cold weather to enable them to stay warm. Leaders have recognised the benefits the outdoor space have on children's wellbeing. They have prioritised improving this area to enhance the learning opportunities for the children. For instance, leaders have Inspector: Kelley Ellis About this setting Unique reference number (URN): EY289526 Address: 118 Miller Drive FAREHAM plans to turn a separate area into their own allotments where children can grow their own fruit and vegetables. This aligns well with their sustainability initiative and helps children to develop healthy eating habits and appreciation for nature. 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 strengthen the implementation of the curriculum to ensure that all areas of learning are ambitious, with particular regard to mathematics and communication and language 09/02/2026 improve teaching to ensure that children are consistently supported to build on what they already know and can do. 09/02/2026 About this inspection The inspector spoke with leaders, practitioners, the special educational needs coordinator (SENCo), children and parents and carers 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. Hampshire PO16 7LN Type: Childcare on non-domestic premises Registration date: 30/09/2004 Registered person: Good Manors Day Nurseries Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30 Local authority: Hampshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 2 December 2025 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 63 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. 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