URN 2805658 · Inspected 2026-03-12 · Published 2026-05-12 · Inspector: Natasha Jarvis
Ampfield Childcare Hub Unique reference number (URN): 2805658 Address: Deer Park Court, Hursley, Winchester, SO21 2LD Type: Childcare on non-domestic premises Registered with Ofsted: 16/08/2024 Registers: EYR, CCR Registered person: Hursley Childcare Hub Ltd Inspection report: 12 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 Expected standard Inclusion Strong standard Leaders advocate for every child. Practitioners and leaders swiftly identify any emerging needs in children's learning and development. They are quick to make referrals and work in partnership with external agencies, such as speech and language therapy, to ensure children receive the support they need. Practitioners and leaders swiftly introduce strategies to help children who face barriers to learning make rapid progress in their learning and development, such as the use of picture boards to help develop children's communication skills. These strategies are rigorously reviewed and monitored to ensure they continue to meet the needs of each child. Leaders and practitioners work together to ensure their practice and environment are changed to meet the needs of the child. For example, they change the daily routines as needed and provide a sensory space that is quiet and calm within the environment to help children with regulation. Leaders ensure that practitioners have a clear understanding of the assess, plan and review cycle and how to apply this to their children who may face barriers to learning. Leaders and practitioners regularly share information with parents and offer training and support in regard to reducing the barriers to children's learning. For example, practitioners model speech and language activities to support speech development. Leaders ensure that additional funding is used to reduce the barriers to learning that children may face. For example, they have identified that finances may be a barrier, and therefore use the additional funding to cover the extra costs associated with attending the provision to ensure that children continue to benefit from attending the provision regularly. Achievement Expected standard Typically, children make expected progress in their learning and development, with children who face barriers to learning making rapid progress, which helps close the gaps in development between themselves and their peers. This helps prepare children well for their next stage of learning. Children develop their communication skills throughout the provision. For example, practitioners model vocabulary, such as 'pop' to babies as they play with bubbles. Children develop their physical skills in a range of ways. For example, older children develop their gross motor skills by completing obstacle courses out in the garden and fine motor skills through building with small bricks. Children develop their independence skills through everyday routines. For example, older children self-serve their lunch and confidently clear their plates afterwards. Behaviour, attitudes and establishing routines Expected standard Children behave well, and practitioners typically have high expectations for their behaviour. This includes high expectations for children who face barriers to their learning. However, on occasion, practitioners do not consistently support children in managing their behaviour. For example, there are inconsistencies in managing behaviour over lunchtime, which leads to children becoming increasingly restless and fidgety. There are secure attachments between children, their peers and practitioners. Children feel comfortable and reach out to practitioners when they need reassurance. For example, younger children confidently hold out their hands to their key person to communicate when they want a hug. They beam in delight as they are given hugs by the warm, kind and caring staff. Children play well with each other. They play collaboratively and invite each other into their play. For example, children excitedly role play together as they build a 'campfire' and toast 'marshmallows'. Leaders understand the importance of attendance and punctuality. They work well with families to support their understanding of this and to help ensure children regularly attend the provision. Children's welfare and wellbeing Expected standard Children's individual needs are met well through individualised care practice. For example, practitioners adapt practice to ensure children have their snack when they need it. This individualised care starts from the settling-in process, and the transition into the provision is tailored to meet the needs of each family. In addition, practitioners when carrying out personal care routines treat children with respect and dignity throughout the nursery. This includes when supporting older children with nappy changes. There are secure and responsive relationships between children and practitioners. Children have secure bonds with their key person, who knows them well, including their personal preferences as well as their age and stage of development. Children develop an understanding of their heath and wellbeing as they progress through the nursery. For example, they learn to take risks safely as they play out in the garden as they negotiate the slide, and children enjoy making obstacle courses to practise their balancing skills. Practitioners support children as they learn to recognise, express and manage their emotions. For example, practitioners usually help children understand the impact of their behaviour on others. However, there are occasional inconsistencies with this. For example, on some occasions, practitioners solve minor conflicts, such as over a toy, for the children rather than supporting them in managing their behaviour themselves. Curriculum and teaching Expected standard Leaders have a clear understanding of the quality of curriculum and teaching. Practitioners ensure that teaching is adapted appropriately to meet the needs of children who face barriers to learning. For example, children are able to access the resources and activities that best fit their stage of development instead of just their chronological age. Practitioners regularly use assessment to tailor teaching to children's individual needs and stages of development. This enables children's next steps to be precise and relevant and meet their needs. Leaders have designed a curriculum that is ambitious and has clear aims for children and their learning and development. There is a focus on developing children's communication and language skills and their personal, social and emotional skills. Practitioners take pride in children and their achievements and proudly share with others what they have been up to. However, there are, on some occasions, minor inconsistencies in how practitioners support children as they learn about managing their behaviour and emotions. Practitioners introduce children to mathematical concepts. For example, practitioners teach children about the concepts of small and tall as they build towers together. However, practitioners do not consistently teach mathematics across the provision, which impacts on the mathematical knowledge children develop. Leadership and governance Expected standard New leaders have only been in post a short while. They have worked quickly to gain an understanding of the provision's strengths and areas for development, and they have already started to make changes and develop practice further. Leaders are able to evaluate the provision well and are quick to step in and provide support to practitioners when needed. This includes modelling high-quality teaching and interactions. Leaders ensure that decisions are taken in the best interest of the children, including those who face barriers to learning. For example, they spend additional funding appropriately to meet the needs of individual children. Leaders are consistently focused on ensuring that all children have the same access to the provision and the curriculum. They work closely in partnership with external agencies to ensure children receive the support they need to flourish. Leaders manage practitioners' wellbeing and workloads well. Practitioners regularly attend training to enhance their professional development. Leaders have developed parent partnerships further. For example, parents and carers are invited into the provision for Mother's Day celebrations. Practitioners also regularly share information with parents to provide them with support and advice, such as holding a question and answer session around safe sleeping. 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 What it's like to be a child at this setting Children are curious and keen to explore the world around them. They are confident and demonstrate that they feel safe and secure at this provision. Children happily come in and eagerly seek out their friends and start to play together. They demonstrate their imaginations as they role play together. For example, they build a 'campfire' in the garden in their den. Practitioners skilfully teach children different ways to keep themselves safe as they play. For example, children recall that fire is hot, and practitioners teach children about being careful and using water as needed. Children develop their literacy skills as they sing songs regularly with practitioners and enjoy looking at favourite books. Practitioners ensure children feel represented in the resources they use. For example, they ensure there are resources such as books that include children who look like them and use the same aids they may use. Children learn about different cultures and religions. They take part in different activities to celebrate across the year. For example, children take part in Mother's Day activities including crafts, and stay-and-play sessions with parents. Practitioners support children to recognise and manage their emotions as well as validating children's emotions. For example, practitioners listen when children share their opinions about wanting to go back outside instead of participating in care routines and respect this as they validate their emotions and let children finish their play outdoors before returning indoors for lunch. Inspector: Natasha Jarvis About this setting Unique reference number (URN): 2805658 Address: Deer Park Court, Hursley Winchester SO21 2LD Type: Childcare on non-domestic premises Registration date: 16/08/2024 Registered person: Hursley Childcare Hub Ltd Register(s): EYR, CCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Children make progress from their starting points and develop the skills they need for their next stage of learning. Next steps Leaders should strengthen teaching practice to ensure behaviour management strategies are consistent. Leaders should strengthen further the teaching of mathematics. About this inspection There are new leaders in post since the last inspection. The inspector spoke with leaders, practitioners, 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. 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 March 2026 Children numbers Age range of children at the time of inspection 0 to 3 Total number of places 65 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. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright