Early Start Private Day Nursery

Early Start Private Day Nursery
Unique reference number (URN): 2548120
Address: Early Start Nursery, Stanhill Works, Tennyson Avenue, Oswaldtwistle, ACCRINGTON,
Lancashire, BB5 4QZ
Type: Childcare on non-domestic premises
Registered with Ofsted: 03/02/2020
Registers: EYR, CCR, VCR
Registered person: Early Start Private Day Nursery Limited
Inspection report: 16 March 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Strong standard
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.
Behaviour, attitudes and establishing routines Strong standard
Leaders have ensured a culture that promotes high expectations, where children understand
the value of effort and respect for others. Children demonstrate exemplary behaviour and
positive attitudes across the nursery. Babies and toddlers show they are starting to regulate
their feelings through consistent familiar and personal routines that make them feel safe and
secure. Older children play cooperatively and share resources with little support from staff.
Staff reinforce their expectations consistently. They support children to understand
boundaries and develop confidence in social interactions. Children have impeccable
manners.
Children develop strong relationships with staff. They show curiosity and engagement in
their learning, asking questions and exploring independently. They persevere with tasks
appropriate to their age and stage, demonstrating resilience and enjoyment. For example,
older children collaborate on their ideas to bring their creations to life as they build with
blocks, achieving an overall goal as a team. Staff implement strict attendance policies and
procedures to ensure children are safe and that their health and wellbeing are protected.
Achievement Expected standard
Children make expected progress from their starting points. Babies explore and respond to
sensory activities, and toddlers develop early communication and problem-solving skills. For
example, as they experiment with sand and water, they show extending skills in counting
and demonstrate their understanding of concepts, such as full and empty. Older children
show curiosity and independence in learning. Children engage in activities that build

confidence and skills, such as imaginative play, construction and early mark making. They
benefit from staff's encouragement and guidance. This generally supports children to
consolidate their learning. While children's progress is secure, variation in staff's practice
results in some opportunities where children do not extend their learning. This means that
children's achievements are not consistent across all age groups.
Children's welfare and wellbeing Expected standard
Children form trusting relationships with staff and feel comfortable seeking support when
they need it. Staff notice and respond to children's needs, adapting routines and interactions
sensitively. For example, they make baby formula feeds as required. Staff feed babies in a
way that they prefer and in line with parents' wishes. They help older children where needed
to attend to their own personal hygiene needs and occasionally allow children to have a go
themselves, for example, zipping up their own coats. This supports children's developing
self-confidence and self-esteem. However, some staff are less confident in new approaches,
which means occasional missed opportunities to strengthen children's independence and
self-help skills. Leaders are beginning to focus on improving consistency so that all children
benefit equally.
Across the setting, children engage in play that promotes cooperation, turn-taking and early
friendships. Older children show an emerging awareness of how to negotiate and solve
problems together, with staff on hand to guide discussions when needed. For example, staff
correctly model toothbrushing, ensuring this enables children to get it right in the future and
support their continued good health. Children have access to water throughout the day and
enjoy freshly prepared and home-cooked meals. Staff share useful information with parents
and carers to encourage and instil healthy lifestyles at home.
Curriculum and teaching Expected standard
The curriculum is designed to be broad and engaging, reflecting children's interests and
developmental stages. Babies explore sensory resources and movement. Toddlers
participate in role-play and problem-solving activities. Older children experience structured
learning that builds knowledge and skills. Children are well prepared for their future learning.
Staff plan purposeful activities, supporting children's communication, physical development
and social skills. They promote children's language through songs and storytelling. For
example, babies and toddlers enjoy singing using puppets and musical instruments to bring
their play to life. Older children confidently recall a familiar story, talking about the 'Big Bad
Wolf'.
Staff provide an array of activities to support children's early numeracy. Younger children
eagerly count out the number of scoops needed to fill pots with sand and water. Older
children are encouraged to estimate the size, shape and proportion of different vehicles.
Staff know children well and typically adapt teaching to meet different starting points and
enhance children's skills further.
Some staff are less confident in consistently implementing the curriculum to leaders'
expectations across all age groups. Leaders recognise the need to review and strengthen
guidance for teaching and self-reflection. However, current systems are not yet embedded,

which results in variation in how confidently staff deliver the intended curriculum for all ages
of children.
Inclusion Expected standard
Leaders and staff foster an inclusive environment where all children are welcomed. Staff
identify children's individual needs. They adapt activities to ensure participation across age
groups. Babies and toddlers benefit from personalised routines and sensory experiences.
Staff support older children to engage fully in group activities and extend their social skills
and confidence.
Leaders ensure that children who need additional support receive targeted help. They make
adjustments to the environment and activities to reduce barriers to children's learning. Staff
receive guidance on meeting children's needs, but some are still developing confidence in
applying these strategies consistently. Typically, staff understand and implement appropriate
strategies to ensure that all children are able to make relevant progress.
Leaders and staff monitor children's progress to assess the impact of interventions and
adapt support, accordingly, including using funding when needed. Leaders have not
consistently strengthened opportunities to strengthen self-reflection and staff's practice to
further enhance the consistency and impact of inclusion.
Leadership and governance Expected standard
Leaders have high expectations and a positive vision for the nursery. They use performance
management meetings and observations of staff to maintain expected standards, and
ensure staff's well-being and workload are prioritised. However, some areas of practice
remain inconsistent across the large team. While leaders identify some useful areas of
improvement, such as classroom layouts and resources, self-reflection does not yet fully
evaluate the long-term impact of changes to children's learning and wellbeing across all
nursery rooms. Governance arrangements provide oversight, but right now leaders are not
using their evaluations of the nursery well enough to further support the overall effectiveness
and make sustained improvements that benefit children the most.
Leaders support staff through training, coaching and mentoring. They have introduced
structured monitoring to track the outcomes for all children, including children who face
barriers to their learning. This ensures children are well prepared for any transitions they
face. Leaders closely monitor the implementation of policies, procedures and risk
assessment. This ensures the safe and effective running of the nursery. Leaders assess the
impact of any interventions in place for children. This helps them to respond to children's
changing needs promptly.
Leaders work diligently to ensure the nursery reflects the needs of its community. Leaders
offer valuable support for families right from the outset of placement. Parents and carers
report they feel supported and included in nursery life. Parents also value the information
shared with them through the online app and in person from their child's key person.
Leaders understand that strengthening monitoring and widening self-reflection will support

them to make further valuable adaptations that in time will enhance outcomes for children
and their families even further.
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 enjoy coming to the nursery and quickly settle into familiar routines that help them
to feel secure. They demonstrate clear enjoyment in their learning as they move confidently
between activities indoors and outdoors. Babies explore sensory materials with curiosity

Inspectors:
using their hands. This helps them to develop their early physical skills, and staff respond
warmly to their interests. Toddlers show growing independence as they choose resources
and practise new skills. They engage in play that reflects their emerging understanding of
the world. Older children participate enthusiastically in group activities. They learn to
collaborate, listen to others and contribute their ideas.
Children show an interest in stories and early literacy. After listening to the story of 'The
Paper Dolls', they extend their learning outdoors, drawing around their friends with chalk to
recreate the characters. This builds meaningful links between children's experiences,
strengthens their creativity and nurtures a developing love of books. Across the nursery,
children benefit from hands-on opportunities that support their early language, number and
problem-solving skills. Toddlers respond eagerly to songs and rhymes. Older children use
imaginative play to express their ideas and draw on their experiences.
Children form trusting relationships with staff, who provide warm and attentive care. Calm
mealtimes and predictable routines help children to feel valued. Babies receive responsive
support from their key person. Children move confidently between energetic outdoor play
and calmer creative activities, including painting, construction and role play. This helps them
to follow their interests while developing a broad range of skills. Children's wellbeing is
supported through consistent routines and sensitive interactions. As a result, they achieve,
belong and thrive each day.
Next steps
Leaders should further strengthen supervision practice so that staff receive precise
guidance and feedback that help them deliver consistently high-quality and purposeful
interactions across the setting.
Leaders should develop more systematic approaches to reviewing the nursery as a whole
to identify priorities with precision and maintain a clear focus on areas that require further
development.
About this inspection
The inspectors spoke with leaders, staff, the designated safeguarding lead, the special
educational needs coordinator 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.

Donna Birch
Nic Henson
About this setting
Unique reference number (URN): 2548120
Address:
Early Start Nursery, Stanhill Works
Tennyson Avenue, Oswaldtwistle
ACCRINGTON
Lancashire
BB5 4QZ
Type: Childcare on non-domestic premises
Registration date: 03/02/2020
Registered person: Early Start Private Day Nursery Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Lancashire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 16 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
85

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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