Maples Day Nursery

Maples Day Nursery
Unique reference number (URN): EY372548
Address: 39 Hatherley Road, Winchester, Hampshire, SO22 6RS
Type: Childcare on non-domestic premises
Registered with Ofsted: 28/02/2008
Registers: EYR, CCR, VCR
Registered person: Childbase Partnership Limited
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
Expected standard
Children's welfare and wellbeing Strong standard
A key strength of the setting is how leaders and staff support children's emotional wellbeing.
This is provided particularly well for children with special educational needs and/or
disabilities. Staff offer a safe and welcoming environment in which children thrive. They
ensure that they have strong attachments with children from an early age, which helps
children to settle quickly. Staff work closely with babies and the youngest children, getting
down to their level. They offer a very tactile approach, and children reach out to staff for
cuddles and reassurance. Children are particularly well prepared to move between rooms as
they grow older. Their key person considers if a child is ready to move on or if they need
more tailored sessions with their new key person.
Children throughout the nursery are extremely independent. Children prepare their own
snacks and serve their own food. Younger children and babies use cutlery to feed
themselves with. Staff use every opportunity to discuss the benefits of healthy eating. They
use occasions, such as mealtimes, to discuss with children how their food is grown and
prepared. Children learn that some flours come from wheat, which is grown as a crop. All
children enjoy running around in the fresh air, which supports their physical development
well. They are beginning to understand how they could keep themselves safe, as staff
remind them not to run inside and not to climb too high on the outside equipment.
All children are given areas to rest, when they might be overwhelmed or just need some
quiet time, and staff are skilled at helping children identify how they are feeling. Staff are
extremely vigilant when children are eating or sleeping, which strongly supports children to
feel and be safe.
Achievement Expected standard
Typically, children develop well as they progress through the curriculum. The skills that they
gather support them to have a positive attitude to their learning. Children are confident in
their communication and demonstrate this through discussions with other children and staff.
For example, children are keen to engage in conversation about where the ingredients in
their meal come from. Babies show their enjoyment as they interact with staff who are
reading stories to them. They are confident to move around the setting, independently
choosing what they would like to play with. Children demonstrate autonomy in their learning.
For example, adult-led activities are arranged so that children can independently carry on
with their own investigation. This approach helps children to build on existing knowledge and
abilities and acquire new knowledge.
Older children are articulate and babies and younger children are rapidly learning how to
communicate in a variety of ways, such as using sign language. All children, including
children who face barriers to their learning, are developing the skills needed in preparation

for the next stage in their learning, such as going to school, and make progress from their
starting points.
Behaviour, attitudes and establishing routines Expected standard
Leaders have an effective attendance policy in place and regularly monitor children's
attendance. Staff are positive role models and have high expectations for children. They are
kind and thoughtful and give children the respect that they deserve. This is especially the
case with babies and younger children, who are given privacy during intimate care routines.
Staff provide lots of opportunities for children to develop their turn-taking skills through
routines, such as mealtimes and during activities. For example, older children wait patiently
as they wait for their turn to serve their own food.
Staff know all the children well and have a good understanding of each child's individual
circumstances. They adapt their teaching and behavioural expectations to successfully
support children with special educational needs and or/disabilities. Staff ensure that they
support children through transitions, when they move from one room to the next. This helps
children to develop an understanding of what will happen as they move through the nursery
and between activities.
Generally, children are very well behaved. Some staff do not yet have the necessary skills to
deal effectively with some negative behaviours in the pre-school room. This has a negative
impact on some children's learning. Children do not always realise that there are
consequences from their behaviour, or fully realise the effect this has on others. Leaders
recognise this and are working to support staff in this area. There is progress, but this is yet
to be fully embedded.
Curriculum and teaching Expected standard
Leaders and staff have a good understanding of the curriculum across the whole of the
nursery. Generally, they ensure that it is well taught and embedded. Staff are particularly
skilled at providing purposeful teaching for the babies and younger children. Overall, older
children are typically taught well to ensure that they are ready for the next stage in their
education, such as moving on to school. Children develop very good physical skills. They
have access to an environment that strongly encourages children to be active in a variety of
ways, such as climbing and balancing. Staff encourage babies to use number language
through routines and play, and help older children develop their mathematical thinking skills
as they use measurements to organise who is the tallest and the shortest. Throughout all
activities, staff ensure that all children receive plenty of praise and encouragement, which
strongly supports children's growing confidence and self-esteem.
Rich discussions with children during routines, such as mealtimes, introduce children to new
vocabulary. The curriculum is adapted for children who face barriers to their learning. Staff
use ongoing assessment to ensure that learning is relevant for their age and stage of
development. There are times when the quality of teaching can be variable. Some staff do
not always fully understand the intent of the activity and what it is they want children to
learn. Despite this, children's enjoyment and involvement during activities is high.

Inclusion Expected standard
Leaders and staff work hard to implement effective systems to help reduce any barriers to
children's learning, such as for children with special educational needs and/or disabilities
(SEND). Those who have lead responsibility for the provision for children with SEND work
tirelessly to ensure that children receive regular assessment, enabling them to identify any
gaps in children's development or learning. Consequently, external agencies are able to
provide swift support so that all children make progress from their starting points. Staff have
attended relevant training which allows them precisely to target their teaching to suit the age
and stage of development of individual children. Leaders are aware of how they would use
additional funding to enhance children's early educational experience. Staff regularly assess
children to establish the impact of additional support and they work closely with parents,
sharing strategies that are successful in the setting. This supports a continuity of care
between the home and the setting.
Leadership and governance Expected standard
Leaders regularly reflect on their practice. They identify areas for improvement to help
develop the nursery further and they are keen to celebrate their successes, such as the
trusting relationships which they have with parents. Staff are keen to provide positive
feedback and say they are well supported in their roles and are given opportunities to further
develop their skills.
Leaders work very closely with parents to involve them in their children's learning. They
organise regular and detailed opportunities to feed back on children's development and
share how this can be supported in the home. Through focused training, leaders help staff to
develop their skills to a higher level, such as for staff who show a passion for working with
children with special educational needs and/or disabilities. Professional development is
given a high priority, and staff are able to identify their own training needs. Consequently,
staff feel motivated and valued.
Leaders and staff meet regularly to reflect on the organisation of the environment so that it
meets the needs of all children. They evaluate the impact of the nursery's offer for children
and families and identify areas that need further improvement, such as supporting staff to
successfully manage children's behaviour more effectively.

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
Leaders and staff provide a warm and welcoming environment in which children are keen to
engage in a rich variety of activities that staff have planned for them. Children delight in
meeting with their friends and they are happy to approach staff for a cuddle. Staff know the
children very well and plan what they would like them to achieve. Children settle quickly and
demonstrate strong friendships with other children and are eager to share their news with
them. Staff engage very positively with children. They swiftly identify where some children
may need additional support, such as children with special educational needs and/or

Inspectors:
Tina Lambert
Amelia Abdullah
disabilities. This approach enables all children, regardless of their starting points, to make
progress in their learning.
Children approach their learning with enthusiasm and curiosity. They are willing to try new
things. Staff listen attentively to what children have to say. This helps children to feel valued
and listened to and enables them to confidently contribute to discussions with the staff and
their friends. Staff nurture babies particularly well. They speak slowly and with purpose,
which is suited to the age and stage of the youngest children's development. They provide a
narrative as children attempt tasks, such as stacking toy bricks. Staff use experiences such
as this to teach children to count and identify colours.
All children in the nursery demonstrate that they are happy and feel safe and secure. Staff
support babies to understand boundaries, such as sharing. Older children receive support, if
necessary, to manage their feelings and resolve conflicts. This is an area that leaders and
staff have identified for improvement. They are taking measures to equip staff with the skills
to successfully help children in this area. Leaders and staff monitor children's attendance so
that children can benefit fully from what the nursery has to offer. This also has a positive
impact on their future outcomes.
Next steps
Leaders should ensure that all staff gain a secure understanding of how to support
children's behaviour more effectively.
Leaders should continue to provide guidance and support for those staff who are less
experienced or less qualified to understand the purpose of activities, to meet the learning
needs of all children.
About this inspection
The inspector spoke to leaders, staff, children and the special educational needs coordinator
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.

About this setting
Unique reference number (URN): EY372548
Address:
39 Hatherley Road
Winchester
Hampshire
SO22 6RS
Type: Childcare on non-domestic premises
Registration date: 28/02/2008
Registered person: Childbase Partnership 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 11 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
136
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