URN 119258 · Inspected 2026-03-04 · Published 2026-05-26 · Inspector: Kelley Ellis
Sandhurst Station Nursery Unique reference number (URN): 119258 Address: RMA Sandhurst, Camberley, GU15 4PQ Type: Childcare on non-domestic premises Registered with Ofsted: 01/07/1992 Registers: EYR Registered person: Sandhurst Station Nursery Group Committee Inspection report: 4 March 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Needs attention Safeguarding standards not met Leaders have not ensured that there is an open positive culture around safeguarding. This puts children at significant risk of harm. Those with overall oversight of the setting have not ensured that Ofsted are provided with the relevant information to enable suitability checks to be completed for committee members. Repeated failures to provide Ofsted with the necessary information to carry out suitability checks compromise children's safety. In addition, leaders have not recognised gaps in some staff's understanding of child protection matters. Although staff have completed safeguarding training, leaders have not assured themselves they have retained this information. Some staff lack confidence in internal and external processes and do not fully understand their roles and responsibilities to protect children. Furthermore, arrangements in place to ensure that safeguarding concerns are acted upon swiftly are not sufficient. This reduces the effectiveness of timely referrals and jeopardises children's safety. 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. Achievement Needs attention All children, including those with special educational needs and/or disabilities, are not making the progress they are capable of across all areas of learning and development. There is not enough focus on what children are learning and how they can be supported to thrive. For example, the youngest children are unable to independently explore and learn in spaces that are appropriate to meet their needs, while older children struggle with transitions and understanding expectations. This impacts on their development and overall achievement levels and does not support them well enough for their next stage of learning, such as going to school. Children demonstrate a willingness to learn. They explore, ask questions and follow their natural curiosities and fascinations. Children seek each other out to share their interests, such as pretending to be sharks from their favourite stories that are read to them by staff. This supports their communication and language as they bring stories to life using their speech and imagination. Behaviour, attitudes and establishing routines Needs attention Leaders and staff have not planned routines well enough and have not recognised the negative impact this has on children's behaviour. For instance, at times, children are Urgent improvement required to wait for long periods as staff prepare for the next aspect of the routine. The extended waiting times limit children's engagement in meaningful learning and lead to frustration. This leads to children, including those with special educational needs and/or disabilities, becoming frustrated, and staff fail to recognise and provide the support needed. This does not fully support children as they learn to get along with each other. Furthermore, some staff are inconsistent as they reinforce the rules and boundaries in place. For example, while some staff allow children to run up the slide to reach the top, others will ask them to use the stairs. This does not help children understand what is expected of them and can lead to confusion. Weaknesses in the key-person arrangements mean that not all children's needs are known by all staff. Despite this, generally, children are polite and learn to follow some rules and boundaries, such as hanging their coats up after being outside. This supports their independence skills as they learn to do some things for themselves. Leaders and staff promote attendance and punctuality. Staff are proactive when offering additional support to children who are struggling with morning routines at home. For instance, they visit the home to provide support and encouragement, which helps children with this transition. Curriculum and teaching Needs attention Leaders do not ensure that staff understand how to plan and deliver a broad and well- balanced curriculum. The overall intention for learning does not support the development of children, including those who face barriers to their learning and the youngest children. For example, staff plan activities for younger children that are beyond their age and stage of development, such as listening to a story more suited for older children. They fail to recognise disengagement and do not offer alternative learning. At these times, children's personal, social and emotional development is not supported well enough. There are arrangements in place to assess children's learning and for staff to gain an understanding of what children know and can do. However, staff do not always complete a development assessment for children between the ages of 2 and 3 years as required. This does not help staff tailor their teaching, offer support and recognise any progress made. Children develop mathematical awareness as staff encourage them to count and use positional language as they play. Children blow bubbles and watch in excitement as they float to the ground. Staff support children as they use language such as 'on top', 'inside' and 'underneath'. They encourage the children to pop the bubbles using their finger, which supports hand–eye coordination. Children develop their physical skills as they run around the garden and climb apparatus. Staff encourage them to climb and balance on apparatus. Children have regular opportunities to explore different ways of moving their bodies. Children's welfare and wellbeing Urgent improvement Leaders have failed to ensure that children are adequately supervised during mealtimes. Although there are sufficient staff available, children are consistently left unattended while eating. Staff are often occupied with other tasks, which frequently takes them away from the table. They regularly leave the area and have their backs turned to children. Staff stand and lean over children as they pass them cutlery and take items off the table. The lack of supervision at these times compromises all children's safety and welfare, including those who face barriers to their learning and the youngest children. Additionally, leaders and staff do not ensure that the youngest children's individual needs are met by providing a safe and suitable space for them to learn, rest and sleep. This does not support their emotional health and prepare them well enough as they transition on to their next stage of learning. The key-person arrangements are not implemented effectively to ensure that all children's individual needs are met. For instance, leaders have not ensured that key children are successfully transitioned to a new key person when staff leave. This can affect children's emotional security and continuity of care. Furthermore, staff do not consistently understand children's next step goals of learning and development. As a result, when key staff are not present in the room, children do not always receive the support needed to make the progress intended for their learning. Inclusion Urgent improvement Although leaders act promptly to put in place support for children with special educational needs and/or disabilities (SEND), they have not recognised that the care and learning children with SEND receive is not sufficient. For instance, some staff do not follow the targeted plans that are in place to support individual children's needs. They do not ensure that any reasonable adjustments are implemented with care and precision. As a result, these children's individual needs are not always met. The quality of support given is inconsistent and not understood by all staff even though specific training, advice and guidance has been given. This impedes the progress that children with SEND or those that face other barriers to their learning can make. Typically, leaders work appropriately with other professionals and parents to devise targeted plans for children. On the whole, leaders and staff work collaboratively with parents to ensure that any additional funding is used with integrity to benefit children. Parents report they are well informed about the care their children receive. They feel included in their child's learning. Leadership and governance Urgent improvement Leaders have not ensured they are fully compliant with all of the requirements of the early years foundation stage. For instance, they have decided to care for babies even though suitable resources and provision are not in place to support their needs. Additionally, they have not ensured that staff received the training required to support children of this age. Repeated failure to ensure that committee members are known to Ofsted to enable assurance of suitability demonstrates a lack of oversight of those in charge. This means that leaders cannot demonstrate that those involved in governance are appropriate to hold their positions. Although staff share that they feel supported, leaders have not identified gaps in their knowledge around safeguarding children and protecting their welfare. Professional development has not been targeted to ensure that staff are equipped with the skills needed to deliver high-quality learning experiences or manage children's behaviour. Staff lack clarity on their roles and responsibility as a key person and supporting children with special educational needs and/or disabilities. Leaders and those responsible for governance have not provided effective oversight and challenge to identify and prevent failings. Despite this, those in charge demonstrate a positive attitude to making the necessary improvements to raise the standards of care and education. What it's like to be a child at this setting The breaches of requirements of the early years foundation stage impacts children's safety and wellbeing at the setting. Weaknesses in safeguarding arrangements and ensuring that committee members undergo relevant suitability checks does not guarantee children's safety. Leaders have not ensured that the youngest children have appropriate spaces that fully support their care and learning needs. This limits opportunities for these children to engage in appropriate experiences that support their development. Furthermore, staff have not received the relevant training required to support this specific age group being cared for. This negatively impacts on children's wellbeing. Routines around mealtimes are poorly organised. At these times, the environment becomes chaotic. Staff do not demonstrate vigilance as they frequently leave children unattended while they are eating. As a result, children are left vulnerable as they eat unsupervised. Children, including those with special educational needs and/or disabilities (SEND), are not receiving the quality of education they deserve. Leaders have not yet embedded a curriculum that is ambitious and meets the needs of all children. Although there is a wide range of activities for children to explore, the lack of purposeful planning means that children's learning is not as effective as it could be. All children, including those with SEND, need more support to remain focused and engaged. At times, ineffective routines and transition times can impact negatively on children's behaviours. For instance, long waiting times mean children become restless, which results in some unwanted behaviours. At these times, they are not consistently supported to build positive, respectful relationships with one another. Staff are warm and kind as they greet children into the setting. This helps children establish a sense of belonging and feel valued. Leaders and staff recognise the importance of regular attendance to build on children's skills and social opportunities. Children demonstrate enjoyment in learning. For example, children make believe by pretending as they make pancakes using sand and water. Staff share their joy as they talk about recent events, such as Shrove Tuesday, where they made pancakes at home. They talk about ingredients used as they mix the sand and water together. This supports children's communication and language as they engage in back-and-forth conversations. Next steps To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date: Action Completion Date take action to improve staff understanding of safeguarding children and ensure that child protection concerns are acted upon and reported to the appropriate agencies without delay 27/03/2026 ensure that Ofsted is provided with the necessary information to enable it to carry out suitability checks for all committee members 27/03/2026 improve arrangements to supervise children at all times while eating to ensure their safety 27/03/2026 ensure that a separate baby room for children under the age of 2 is used appropriately to meet these children's needs 30/04/2026 ensure that staff who care for children under the age of 2 receive training that specifically addresses the care of babies 30/04/2026 improve the arrangements to support children with special educational needs and/or disabilities so that robust and effective support is provided for all children 30/04/2026 ensure that the curriculum is understood and delivered effectively by all staff to support children's learning 04/05/2026 improve staff's knowledge and expertise in how to effectively support children's behaviour and provide effective daily routines so that all children understand what is expected of them 30/03/2026 monitor teaching and practice and provide support for staff to improve their personal effectiveness to enhance learning experiences for children 30/03/2026 ensure the required progress check at age 2 is in place to effectively identify and plan support for individual 30/03/2026 Inspector: Kelley Ellis About this setting Unique reference number (URN): 119258 Address: RMA Sandhurst Camberley GU15 4PQ Type: Childcare on non-domestic premises Registration date: 01/07/1992 Registered person: Sandhurst Station Nursery Group Committee Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:30 Local authority: Bracknell Forest Action Completion Date children's progress improve the key-person arrangements to ensure continuity of care, in particular to ensure that all staff are aware of the personal learning and development needs for all children, including those with special educational needs and/or disabilities 30/03/2026 About this inspection The inspector spoke with leaders, practitioners 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. Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 4 March 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 42 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. 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