URN 2752586 · Inspected 2026-03-11 · Published 2026-05-12 · Inspector: Pippa Clark
The Hawthorns Nursery Unique reference number (URN): 2752586 Address: The Hawthorns School, Pendell Court, Pendell Road, Bletchingley, Redhill, RH1 4QJ Type: Childcare on non-domestic premises Registered with Ofsted: 08/11/2023 Registers: EYR Registered person: Hawthorns Educational Trust Limited (The) Inspection report: 11 March 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. Strong standard Behaviour, attitudes and establishing routines Strong standard Leaders have created a welcoming environment and a culture of kindness. Children attend this setting from a very young age and staff skilfully reinforce behaviour expectations from the start. For example, staff respond to children in an appropriate way for their age and stage of development. Children demonstrate they understand the expectations on them, such as waiting for each other on walks and sharing resources in the sand. Staff identify children's changing needs and any new barriers they may face to their learning. They work closely with leaders to ensure children are supported and have recently introduced new sensory resources to help children regulate their emotions and behaviour. Staff have created areas in the room to also support this. Parents are encouraged to promote children's learning at home. This helps with consistency and helps children with their emotional development. Staff have introduced recording devices to help children who speak English as an additional language build trusting, secure relationships with their key people. This is having a positive impact on how well new children settle into the setting. Leaders understand the importance of children's attendance and monitor this closely. They help parents to understand that regular attendance is good for children and when a routine is established this supports their learning. Children's welfare and wellbeing Strong standard Staff know the children very well. Each child has a key person, however all staff know the children's individual needs and how to support them. Key people ensure they are available to carry out children's routines, such as sleep time, and these take place when children need them. Routines are well embedded and this helps children to feel settled and secure. For example, staff give children warnings when they are about to go outside for a walk and introduce new activities to children in a way they understand. Staff are highly responsive to children who are new to the setting and facing barriers to their learning. They are calm and offer reassurance when needed. Children demonstrate high levels of wellbeing and trust in staff. Mealtimes are well organised and support children's early awareness of healthy habits. For example, during mealtimes, staff refer to visual cards of different vegetables and use simple language to encourage children to think about the vegetable they are eating. Staff skilfully teach young children about safety. For example, when out on a walk they speak to children about the safe route they are taking, and holding hands and waiting for everyone. Staff explain to young children they can touch leaves but not feathers in case they have germs. Inclusion Strong standard Leaders ensure staff are trained and have the skills to be able to assess and monitor children's development so that they can recognise when children may need additional support. They quickly identify when children have barriers to their learning, such as children Expected standard who speak English as an additional language and when children's family circumstances change. Leaders act quickly and make sure staff attend training relevant to the needs of the child. For example, staff have recently attended some positive behaviour training to help support children's behaviour when they notice changes. Staff have created areas in the environment to help children to regulate their behaviour when they need to. This is having a positive impact on children's emotional development. Leaders put in place various support that children can access so that barriers to their learning are addressed effectively. Children have access to a speech and language therapist, occupational health therapist and physiotherapist. In addition, leaders make sure staff continually update their training, such as play therapy training and learning about how to identify early dyslexia. The skilled staff team is supported by leaders who they meet with regularly to ensure children's needs are identified and planned for accordingly. Leaders understand what funding children are entitled to and advocate for this. This is rigorously monitored to ensure they continue to make a difference to children's experiences. Leadership and governance Strong standard Leaders are highly reflective and aware of the settings strengths and areas they wish to develop further. They meet with staff regularly and encourage them to identify areas of their practice they wish to extend. Leaders value their staff team and respect their feedback. They precisely match staff targets to their identified needs, and those of the children, to support the quality of teaching further. For example, staff have recently attended training on supporting children's behaviour and how to support English as an additional language (EAL). They have introduced recording devices to support children with EAL and implemented specific strategies to support individual children's behaviour. Leaders consult with staff on any intended changes to ensure they take account of their views, for example, with the introduction of CCTV. Leaders prioritise staff wellbeing and ensure any identified training is organised appropriately and take account of staff's circumstances. Staff report they feel extremely supported in their roles. Those with leadership and governance for the setting build excellent relationships with parents. They understand the factors that are impacting on families within their setting and they strive to provide as much information and support to parents. For example, parents have access to webinars to help with them with potty training or how to use devices positively. They have a parent representative for each room in the setting and hold regular meetings and promote social events to help engage parents in the setting and their children's learning. Parents are extremely happy and share how much they have put their own worries at ease. Achievement Expected standard Children typically develop well through the curriculum and make age-appropriate progress. Young children already know to say 'please' and 'thank you' at mealtimes. Well-embedded routines mean that children are learning new words and developing their self-confidence. For example, they happily join in with action songs before mealtimes and also demonstrate what they have learned at home. Children regularly take story sacks home to carry this learning on with their parents. Children are given the time they need to achieve the skills they require before they transition to the next stage in their learning. For example, they develop physical skills, such as being able to walk before they move on to the next room, and have secure attachments to their key person. They are learning how to stay safe on outings and know they need to hold hands with adults. Children are learning new words, such as 'bumble bee' and have an awareness of numbers. Curriculum and teaching Expected standard Leaders design a curriculum that is inclusive and appropriate for the age of the children that attend and are aware of areas within the environment that need strengthen further. For example, they are making adaptations to the environment to further support children's communication and language development. Children attend the setting from a very young age and staff understand how to support their learning in the moment. For example, they skilfully use mathematical language in everyday tasks, such as counting as they walk children down the stairs to go outside. When children accidentally spill sand on the floor, staff encourage them to sweep this up and explain to children why they need to do this. While out on a walk staff encourage children to look at pictures of things they might see and introduce them to new language, such as 'swan', 'nest' and 'ducks'. They nurture young children's curiosity when they stop to look at leaves on the ground. Staff have identified they would like to use Makaton more to support children's early language development and are beginning to develop this. On occasion, some inconsistencies in teaching mean that not every opportunity is used to promote children's learning. For example, sometimes staff pick children up and carry them to new activities rather than using this as an opportunity for them to practise walking. What it's like to be a child at this setting Children arrive happily and are greeted warmly. Staff consider the needs of all children when organising the environment and ensure this is welcoming and inviting. For example, they skilfully organise activities to encourage children to move between them and practise their physical skills. Children's engagement in activities is impressive for their age. They show curiosity and want to learn. For example, children explore items that make noises outside, such as pots and pans and show enjoyment in their learning. They are keen to use dustpans Inspector: Pippa Clark About this setting Unique reference number (URN): 2752586 to sweep up sand they accidently spill and they show they understand the routine when they wait to hear their name called before they go to sit down for mealtimes. Children excitedly learn alongside each other. They are supported to put on their shoes and outdoor suits, and then wait for their friends before going outside. Staff introduce activities to children in a way that is appropriate for their age and understanding. They show children pictures of things to look for on a walk and give them the responsibility of holding these. Children point out bumble bees and stop to feel the wet grass. Staff are highly responsive to the varying needs of children and give them the time they need to explore. This helps children develop their confidence and their knowledge and skills. Staff work extremely closely with parents when children start and throughout their time at the setting, so that they understand their individual needs and can identify when these change. The setting is located in the grounds of a school and children benefit from a range of additional support should they need this, such as various therapies and professionals they can access through the school. Staff attend regular training to ensure children have the support they need to thrive. Next steps Leaders should continue to support staff practice so that they use every interaction to promote children's learning and embed highly effective teaching across the whole setting. About this inspection The inspector spoke with leaders and those with governance, practitioners, special educational needs coordinator 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. Address: The Hawthorns School, Pendell Court Pendell Road, Bletchingley Redhill RH1 4QJ Type: Childcare on non-domestic premises Registration date: 08/11/2023 Registered person: Hawthorns Educational Trust Limited (The) Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 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 11 March 2026 Children numbers Age range of children at the time of inspection 0 to 2 Total number of places 24 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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