URN 2848515 · Inspected 2026-03-25 · Published 2026-05-26 · Inspector: Mikaela Jauncey
Archbishop Wake Nursery Unique reference number (URN): 2848515 Address: Archbishop Wake CE Primary School and Nursery, Black Lane, Blandford Forum, DT11 8SW Type: Childcare on non-domestic premises Registered with Ofsted: 01/09/2025 Registers: EYR Registered person: Diocese of Salisbury Academy Trust Inspection report: 25 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. Expected standard Achievement Expected standard Children typically develop a range of key skills and knowledge across the curriculum and make continual progress from their individual starting points. Babies and young children confidently navigate the environment, using large and small equipment with increasing independence. Young children confidently move around the space with control as they push themselves along on bicycles and tricycles. They manage their self-care and eating with increasing independence. Babies who are ready hold their own cups and use spoons to feed themselves. Children of all ages are becoming confident communicators. They listen well and express themselves using a wide vocabulary. Children eagerly join in with familiar phrases and rhymes from well-known stories. They express their creative thoughts and ideas as they draw caves for bears to hide in. In general, children's personal, social, and emotional development is developing well. They show care and respect for one another and for staff. For instance, older children thoughtfully open doors when staff have their hands full and regularly say 'please' and 'thank you', often without prompting. Behaviour, attitudes and establishing routines Expected standard Relationships between staff and children are positive and well established. Staff know their key children well. This helps children to feel safe, secure and valued. Staff support children to develop positive attitudes towards their learning and interactions with others. They actively teach children important social skills, such as taking turns and sharing resources. For example, staff gently prompt children to pass toys to their friends when they are unable to reach them, encouraging cooperation and consideration. Children listen to staff and generally behave well. However, when minor conflicts or disruptions arise, staff do not always respond with the same consistent approach to support children in understanding and managing their feelings. As a result, opportunities to further help children to regulate their emotions are not consistent. At these times, children do not learn the skills they need to manage their behaviour appropriately. Clear and consistent routines are embedded across the setting. This helps children to understand what will happen throughout the day. These routines support children's sense of security and contribute to their growing independence. For instance, babies take part in a morning routine where they sing a greeting to each other. Younger children independently find their photos to self-register. Older children confidently locate and recognise their names to let staff know they are present. Leaders and staff work in partnership with parents and carers to promote positive attendance and punctuality. They communicate the importance of regular attendance. This helps to ensure children benefit fully from the learning opportunities provided. Children's welfare and wellbeing Expected standard Care practices are carefully tailored to meet each child's individual needs. Staff work closely with parents and carers to ensure children's eating, sleeping and personal care routines are met. Staff generally follow procedures to promote children's safety and welfare. For example, staff teach children about the importance of washing away germs as they prepare to eat. However, staff do not consistently encourage children to tidy away their uneaten food after lunch. Some children leave the table and rely on adults to clear away. This limits opportunities for children to develop their independence and build positive eating habits. Staff provide regular opportunities for children to take part in cooking activities that promote healthy food choices. Staff share these recipes with parents to support continuity at home. Staff place a clear emphasis on children's emotional wellbeing. Staff are warm and responsive. They create a welcoming environment where children feel safe and secure. Babies receive comfort with cuddles when needed. Staff support children with additional resources and a 'cosy corner' to help calm themselves. Children benefit from daily opportunities to be physically active. This includes engaging in music and movement sessions that help children to develop control over their body movements. Curriculum and teaching Expected standard Leaders have designed a curriculum that supports children to develop the knowledge and skills they need for school and beyond. Staff implement the curriculum effectively, providing a wide range of meaningful learning opportunities for all children. They monitor children's progress regularly and plan focused next steps. This ensures children make continual progress from their starting points across all areas of the curriculum. There is a clear focus on children's physical development. Children are well supported to develop their large and small muscle groups. They have daily opportunities to use their bodies with increasing control. For example, staff teach children how to use tweezers to pick up small pom-poms, helping to strengthen hand muscles and improve children's grip. Babies receive encouragement to explore resources such as puzzles, bricks and stacking hoops. Staff support them as they crawl and climb over soft-play equipment. Staff interactions are positive and teaching is typically high quality. All children are included, and teaching is adapted effectively for children with barriers to their learning or special educational needs and/or disabilities. However, staff do not always provide enough time for children to deeply immerse themselves in play that motivates and excites them without being interrupted. This reduces opportunities to fully extend children's learning. The communication and language curriculum is implemented well. Staff model language, extend children's vocabulary and promote a love of books and reading. Staff read enthusiastically and provide timely pauses for children to join in with well-known phrases. Staff use story times, action songs and focused activities to teach children the knowledge and vocabulary they need to build a secure foundation in mathematics. Inclusion Expected standard Assessment and monitoring procedures are effective and carried out regularly to ensure all children's progress is carefully tracked. Staff identify any gaps in children's learning and development. They put focused next steps in place to support children's continued progress. Leaders demonstrate a clear understanding of local procedures and know how to access external professional advice. Staff work closely with parents and carers, offering guidance and support. For instance, staff signpost parents to speech and language workshops and attend alongside where appropriate. While waiting for professional involvement, staff implement a range of targeted interventions and adaptations to ensure children are well supported and continue to make progress. These include small-group work and additional adult support through one-to-one interactions. Staff also use sensory toys to support children to regulate their emotions. They regularly review these strategies and adaptations to ensure they have a positive impact on children's learning and development. Staff reflect weekly on their adaptations. They identify what has worked well and what may need to be further adjusted for individual children. Leaders use additional funding appropriately to remove any barriers children may have to their learning. They understand the importance of providing consistent learning and support to children known or previously known to children's social care. Staff attend training when necessary to ensure their knowledge of supporting children with special educational needs and/or disabilities is up to date. Leadership and governance Expected standard Leaders have a clear understanding of children, their families and the local community. They use this knowledge effectively to provide opportunities and experiences that help children to develop the skills, knowledge and confidence needed for school and future learning. When leaders identify barriers to children's learning or children with special educational needs and/or disabilities, they ensure that appropriate support and adaptations are put in place promptly. This means all children can succeed. Leaders target additional funding to have the greatest possible impact on children's outcomes. For example, they use funding to provide additional sessions or specific resources for children who need them. Leaders have high expectations for staff and children. Staff report that leaders are supportive in managing their workload and promoting their wellbeing. Leaders regularly monitor staff practice, however they have not yet focused support for staff who need it to ensure routines and procedures around lunchtime are consistently followed and all staff manage any minor disruptions or conflicts from children effectively. Partnerships with professionals and other local settings are well established. This helps with consistency of learning for children who attend more than one setting and supports transitions to school. Relationships with parents and carers are positive. Parents value the regular communication they receive from staff and say this helps them understand what their children are learning. They also appreciate the guidance and ideas shared with them to support their children at home. What it's like to be a child at this setting Leaders and staff have designed and implemented a broad and well-sequenced curriculum that supports children's learning and development. They ensure the curriculum and environment is inclusive to enable all children, including those with special educational needs and/or disabilities, to achieve well. Children enjoy the wide range of learning opportunities staff provide indoors and outdoors. For example, babies smile and giggle as they participate in simple nursery rhymes. They enthusiastically copy staff's actions and make sounds with different instruments. Older children eagerly engage in small-group games in the garden, demonstrating their growing confidence and social skills. These experiences, alongside staff's positive, encouraging interactions and effective teaching, help to build children's knowledge and skills across all areas of the curriculum. This prepares children for the next stage in their education. Staff's caring approach supports children to quickly form secure attachments with their key person. Babies demonstrate that they feel safe and settled. For example, they confidently explore their environment and bring books to their key person to share. Older children communicate freely with staff, sharing their thoughts, ideas and experiences throughout the day. This supports their language development and emotional wellbeing. Well-established induction processes and carefully planned transitions help children to understand routines and enables them to settle quickly. Children play cooperatively with one another, showing consideration and respect, and they typically behave well. Partnerships with parents and carers are positive. Staff gather information and use it thoughtfully to ensure that children's care routines are tailored to meet their individual needs. Leaders recognise the importance of regular attendance and actively promote this with parents. This helps children to make the most of their learning experiences and opportunities. Next steps Leaders should increase opportunities for children to experience extended periods of time with minimal interruptions, so they can immerse themselves in play that motivates and engages them to fully extend their learning. Leaders should ensure routines and procedures around lunchtimes are consistently embedded, to promote healthy eating practices and help children to build positive habits and independence. Inspector: Mikaela Jauncey About this setting Unique reference number (URN): 2848515 Address: Archbishop Wake CE Primary School and Nursery Black Lane Blandford Forum DT11 8SW Type: Childcare on non-domestic premises Registration date: 01/09/2025 Registered person: Diocese of Salisbury Academy Trust Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Dorset Facts and figures used on inspection Leaders should ensure staff consistently manage minor conflicts or disruptions swiftly and effectively, to help children learn how to manage their own feelings and behaviour in ways appropriate to their age and/or stage of development. About this inspection The inspector spoke with leaders, staff, children and parents and carers 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. This data was available to the inspector at the time of the inspection. This data is from 25 March 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 57 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? 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