Hursley Childcare Hub Ltd

Hursley Childcare Hub Ltd
Unique reference number (URN): 2592627
Address: Hursley Parish Hall, 50 Main Road, Hursley, Winchester, SO21 2JW
Type: Childcare on non-domestic premises
Registered with Ofsted: 14/05/2020
Registers: EYR, CCR, VCR
Registered person: Hursley Childcare Hub Ltd
Inspection report: 12 February 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 make steady and purposeful progress from their starting points across all areas of
learning. They move through the curriculum well because communication and language
development are consistently prioritised and integrated into everyday routines and activities.
Staff plan learning with clear next steps in mind, ensuring that experiences build on what
children already know and prepare them effectively for future learning, including school.
Children develop increasing independence through the opportunities staff provide. Babies
are supported to feed themselves using spoons, while older children regularly practise using
cutlery and washing their hands, helping them gain confidence in managing mealtimes.
Toddlers explore sensory experiences, such as spreading and mixing paint with their hands,
while older children watch and discuss the changes they observe. Older children
demonstrate good small-muscle control, for example building complex train tracks and
buildings with construction blocks. Children accurately identify familiar numbers, and
activities are adapted to ensure that all children can participate and continue developing the
skills they need for future learning.
Behaviour, attitudes and establishing routines Expected standard
Children demonstrate positive attitudes to learning. They arrive calm, settled and ready to
engage with the day. They respond well to the clear and familiar morning routines, which
support a smooth and purposeful start. Across the setting, children show secure levels of
cooperation, growing independence and emotional security appropriate for their age and
stage of development.
Staff offer children suitably challenging opportunities for risk-taking and physical
development, both indoors and outdoors. These experiences help children build confidence
in their abilities and feel safe as they explore. Children listen attentively and follow
instructions with increasing confidence.
Children are helped to recognise their emotions and use simple coping strategies. For
example, children with additional communication and language needs are supported to
identify and express their feelings. As a result, children are developing resilience when faced
with new situations or challenges. However, at times, the support that children receive to
understand the boundaries and expectations can be variable, and this can lead to children
not respecting each other's personal space and the nursery environment.
Leaders and staff work with families to help support children's regular attendance and
punctuality in preparation for starting school and are alert to signs that may indicate cause
for concern that may require further action.

Children's welfare and wellbeing Expected standard
Effective sleep routines are in place for the children, and parents are supported with
weaning. Parents comment that children thrive in the setting because of the care and
attention they receive, particularly from their key persons. Mealtime arrangements are well
organised. Staff are alert to children's dietary requirements, and this information is kept up to
date. Staff hold discussions with children about healthy food, and the children
enthusiastically eat the fresh fruit at snack time and mealtimes.
Children are being supported to understand risk and to develop a growing understanding of
how to keep safe inside the setting. Children are reminded of the golden rules and the
importance of not running inside. Staff help children to develop the language they need to
express how they are feeling, and children, including those with special educational needs
and/or disabilities, use this when they are struggling to manage their emotions.
Daily routines consistently promote children's health, safety and independence. Snack times
are busy, social moments where staff supervise safe eating practices and encourage self-
help skills. The structure of the day supports effective use of learning time, with stories,
songs, reflection time and purposeful activities that maintain children's engagement and
enjoyment.
Curriculum and teaching Expected standard
Leaders have a clear and well-sequenced vision for what they want children to know and
learn across all ages. They provide a thoughtfully designed and engaging curriculum that
keeps children interested and involved throughout the day. Recent improvements, such as
the introduction of new strategies to support children's emotional literacy development,
promote their overall personal, social and emotional wellbeing.
Leaders have made enhancements to the indoor environment, including increasing the
opportunities for physical development. Babies enjoy a large area to cruise and pull
themselves up and delight in playing in the ball pit. Older children have opportunities to
practise their balancing on the wobble boards and spinning tops to further develop their
strength, coordination and confidence in movement.
Activities are carefully planned to support children's overall development and are adapted so
that every child can participate fully. Staff tailor learning to each child's age and stage,
ensuring that teaching is purposeful and focused on helping children secure the skills they
need for their next steps. For example, children learn Makaton and use signs appropriately
in their play to communicate their needs. Staff extend children's learning by introducing new
vocabulary and building on what children already know.
Staff skilfully weave mathematical language and concepts into children's play. Children
explore craft materials, such as paint and sand, and accurately match numbers to quantities
and group objects by category.

Inclusion Expected standard
Leaders and staff create a warm, welcoming environment where all children feel included
and valued. Children access a broad range of purposeful activities that are adapted so every
child can participate. Key staff have secure knowledge of child development and use regular
observation to identify children's individual needs and monitor their progress effectively.
Staff reflect on what they know about each child and plan experiences that support their
next steps in learning. Where children require additional help, staff develop appropriate
individual plans and, when needed, work with external professionals. Some children benefit
from one-to-one support, where staff undertake intensive interaction to support children's
communication and language development or help them with sharing or to learn to take
turns. Leaders make effective use of additional funding and have systems in place to
monitor the impact of its use.
Children's choices and interests are listened to and respected. Staff understand children's
likes, dislikes and preferred ways of engaging in play. As a result, children feel confident,
settled and able to participate in daily routines. For example, staff recognise that some
children prefer to play with certain resources and adapt activities, so all children receive a
broad and balanced range of learning by introducing new concepts to their play. This helps
them remain engaged and included in the setting's provision.
Leadership and governance Expected standard
Parental engagement is well established through coffee mornings for parents, regular
consultations, an online communication app and purposeful handovers at the end of each
day. These approaches ensure that two-way communication remains strong and focused on
key information about each child. Leaders have a secure understanding of the legal
requirements and maintain appropriate oversight of children's learning, welfare and safety.
Systems for monitoring attendance, safeguarding, children's progress and health needs are
well organised and consistently implemented.
Leaders use self-evaluation to identify strengths and areas for development, and they
respond appropriately to feedback. They are reflective, open to challenge and committed to
improving practice. Positive relationships with parents and external professionals support
the setting's inclusive approach. Staff with additional responsibilities, including for children
with special educational needs and/or disabilities, pursue referrals and seek advice at an
early stage. Partnerships with schools are established, helping children experience smooth
transitions.
While professional development opportunities are regular, they are not yet precisely targeted
to strengthen specific aspects of practice. Training does not consistently focus on the areas
required to further raise the quality of teaching. A key development area relates to ensuring
that all staff support children effectively to understand what is expected of them. This
includes embedding the provider's curriculum for behaviour expectations and supporting
staff's understanding of agreed behaviour management procedures throughout daily
practice. Staff at all levels would benefit from further support to build confidence in holding
difficult conversations and delivering constructive feedback to further improve practice.

Strengthening this aspect of leadership will help drive sustained improvement and support
excellence for all children.
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 arrive at the setting calm, settled and ready to learn. They are welcomed into
familiar, well-established routines that help them feel secure and confident as they begin
their day. Throughout the setting, children show positive attitudes to learning and are eager

to take part in the wide range of purposeful activities on offer. They experience a warm,
inclusive environment where their interests, choices and emotional needs are understood
and valued.
Children build strong relationships with staff, who know them well and tailor experiences to
their age and stage of development. This well-considered support helps children grow in
independence, whether they are babies learning to sit and crawl or older children practising
serving their own meals and managing their own belongings. Children are encouraged to
make decisions, try new things and explore their environment with curiosity. Indoors and
outdoors, they have access to well-planned opportunities for physical development and
manageable risk-taking that strengthen their confidence and coordination.
Communication and language are woven through daily routines, stories and play. Children
listen well, follow instructions and enjoy taking part in songs and group times that promote
concentration and engagement. When challenges arise, staff usually respond calmly and
guide children to resolve conflicts or frustrations. Children learn to recognise their emotions
and begin using simple strategies to manage them. All children, but particularly those with
special educational needs and/or disabilities (SEND), receive additional tools, such as
pictures and stories, to support their understanding.
Children benefit from healthy routines, social snack times and a structured day that supports
effective learning. They show developing resilience and readiness for the next stage of their
education. Families are well supported through purposeful communication, and children with
SEND have tailored support that strengthens their progress and prepares them well for
transitions.
Next steps
Leaders should further support staff to consistently manage children's behaviour to help
them understand what is expected of them, in line with the setting's policies and
procedures.
Leaders should strengthen the systems in place for self evaluation to further improve staff
practice at all levels and precisely target professional development and training.
About this inspection
The inspector spoke with the leaders, staff, 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.

Inspector:
Leanne Merritt
About this setting
Unique reference number (URN): 2592627
Address:
Hursley Parish Hall
50 Main Road
Hursley
Winchester
SO21 2JW
Type: Childcare on non-domestic premises
Registration date: 14/05/2020
Registered person: Hursley Childcare Hub Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
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 12 February 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
33

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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