White House Nursery Hilton

White House Nursery Hilton
Unique reference number (URN): 2768741
Address: 15 Derby Road, Hilton, Derbyshire, DE65 5FP
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/11/2023
Registers: EYR, CCR, VCR
Registered person: White House Next Gen Ltd
Inspection report: 20 February 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
Leaders know the children and families exceptionally well. They place a high priority on
understanding each child's unique circumstances. Leaders are quick to identify when
families may need additional support. They respond promptly by adapting provision in the
setting and signposting or working alongside relevant services. This proactive approach
creates a safe, inclusive and welcoming environment where children feel valued and are
able to thrive.
Daily routines are well established and very thoughtfully organised. This provides children
with a deep sense of security and predictability. Mealtimes are calm and social occasions,
where children sit together, develop conversational skills and learn about making healthy
choices.
Effective hygiene practices ensure that children's health needs are consistently met. Staff
promote children's independence very successfully. Children confidently wash their hands,
wipe their noses and manage personal care, appropriate to their age. Nappy changing
procedures are carried out sensitively and respectfully, maintaining children's dignity.
Children demonstrate a secure understanding of their emotions and are supported
effectively to recognise and manage their feelings. Staff consistently use visual aids to help
children identify and articulate their emotions. Well-established strategies, including calm-
down areas and access to appropriate sensory resources, enable children to self-regulate
and maintain emotional wellbeing.
Children, including those who are disadvantaged or with special educational needs and/or
disabilities, develop very secure attachments with their key person and other staff. These
excellent relationships underpin children's emotional wellbeing and help them to feel safe,
secure and ready to learn.
Achievement Expected standard
Children generally achieve well from their starting points. They make typical progress across
most areas of learning, particularly in their communication and language. Children develop
their vocabulary, listen attentively and express their ideas with increasing confidence. As a
result, most children are well prepared for the next stages of their learning, including their
transition to school.
Children demonstrate positive attitudes to learning and engage well in activities that build on
their prior knowledge. However, their achievement in mathematics is not yet as consistent
as in other areas. Older children do not have consistent opportunities to deepen their
understanding of number, shape and problem-solving. In addition, some children with

special educational needs and/or disabilities do not consistently develop a secure breadth
and depth of knowledge across all areas of learning.
Behaviour, attitudes and establishing routines Expected standard
Children form secure and trusting relationships with their key persons and other staff. They
confidently seek adults for reassurance, support and to share their play. These deep
attachments help children to feel safe and emotionally secure. Staff have high expectations
for children. They model positive behaviour effectively. Staff are consistent in their approach,
which helps children to understand clear boundaries and routines. Staff use visual prompts
and consistent strategies to further support children's understanding of their expectations.
As a result, children increasingly manage their own behaviour and follow routines
independently.
Children play cooperatively and develop positive friendships. They invite others to join their
play and share experiences, demonstrating kindness and consideration. For example,
children ask their friends to join them on outdoor equipment and take turns appropriately.
Leaders promote the importance of positive attendance. They ensure that daily routines are
well established and predictable. This supports children to feel secure and ready to learn.
Staff adapt their approaches effectively to meet children's individual needs, including for
disadvantaged children. They provide breakout spaces for those who may become
overstimulated. Staff offer resources, such as sensory toys, to support children to regulate
their emotions. Consequently, children develop positive attitudes to learning and behave
well.
Curriculum and teaching Expected standard
Leaders have designed a curriculum that reflects all learning and is sequenced across all
age groups. Staff plan opportunities to build on what children already know and can do. Staff
provide a range of engaging learning opportunities, and interactions are warm and
purposeful. Communication and language are a clear strength. Staff model language
effectively, engage children in meaningful conversations and read stories with enthusiasm.
Children listen attentively and independently access books, demonstrating a positive attitude
towards early literacy.
Staff support children's physical development well. They provide opportunities for children to
develop coordination and control. For example, younger children use a range of tools to
make marks with paint, while older children learn how to accurately throw balls into a
basketball hoop. Children develop positive personal, social and emotional skills. They enjoy
playing with their friends and learn to take turns and share.
Leaders recognise that the implementation of the curriculum, particularly in the pre-school
room, is still developing and have rightly identified this as a priority for further refinement.
While there are clear strengths, leaders acknowledge the opportunity to increase the level of
ambition for the oldest children, including those with special educational needs and/or
disabilities. They recognise that this will ensure all children receive consistent support to

achieve their full potential. In some areas, including mathematics, staff do not ensure that all
children fully access the same level of teaching.
Inclusion Expected standard
Leaders prioritise inclusion. They have secure systems in place to identify children who may
need additional support at the earliest opportunity. Staff work closely with families and a
range of external professionals, including specialist teachers, paediatricians and community
nursery nurses. This ensures a coordinated and consistent approach for children. This
partnership working helps to provide targeted support and contributes to narrowing gaps in
children's learning and development.
Leaders are proactive in welcoming professionals into the setting and in developing staff's
expertise to meet children's individual needs. For example, staff are undertaking training in
British Sign Language to enhance children's communication and language development.
Leaders use additional funding effectively to provide tailored support based on children's
specific needs. They regularly monitor and review interventions to evaluate their impact, and
adapt approaches where necessary to maximise effectiveness.
However, for some older, disadvantaged children, gaps in learning are not closing
consistently across all areas of development. At times, staff do not make the most of
opportunities to support these children to access the full breadth of the curriculum. For
example, children who require additional support are not consistently encouraged to engage
across all areas, and may spend extended periods in one area, which limits their progress in
some aspects of learning.
Leadership and governance Expected standard
Leaders have a clear understanding of the setting's context and the needs of its children,
families and staff. Overall, they accurately identify strengths and priorities for development
and use this knowledge to drive continuous improvement. Leaders give careful
consideration to staff's wellbeing and workload. As a result, staff feel valued, supported and
motivated to carry out their roles effectively.
Partnerships with parents and carers are effective and purposeful. Parents speak positively
about leaders. They describe them as approachable, supportive and genuinely committed to
children's wellbeing and progress. Feedback indicates that families feel well supported and
the provision has a positive impact.
Leaders also maintain effective partnerships with external professionals and other education
settings. They work closely with specialists to support children with special educational
needs and/or disabilities. They promote collaborative working to secure positive outcomes.
Positive links with local schools support smooth transitions, including visits and opportunities
for children to become familiar with their next setting.
Leaders prioritise professional development. Staff access regular training and support to
strengthen practice. Leaders recognise the importance of deepening staff's knowledge

further. However, they have not paid particular attention to staff's understanding of teaching
mathematics, to ensure consistently high-quality teaching of this area across the provision.
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
Children are happy, settled and feel safe in this welcoming setting. They are greeted warmly
by staff, who know them well. Staff take the time to understand children's individual needs

Inspector:
Lowri Bartlett
and interests. This helps children to feel valued, supported and confident to explore. Secure
partnerships with families help every child to flourish.
Babies show delight as they play, smiling with excitement as they use a slide indoors. Staff
interact warmly with them, supporting them to wait for their turn at the top. They gently guide
them to move safely away at the bottom. This helps babies to feel secure, while beginning to
understand simple boundaries.
Toddlers eagerly join in with songs and stories, developing their communication and
language skills. Staff use sign language alongside spoken words to support children who
are non-verbal or with special educational needs and/or disabilities. This inclusive approach
helps all children to express their needs and feel understood.
Older children enjoy being active, particularly outdoors. They proudly practise new physical
skills, such as throwing balls into a basketball net. Staff carefully demonstrate how to do this
and offer encouragement and specific praise. This helps children to persevere and build
their confidence and self-esteem. Children throughout the setting are engaged, motivated
and eager to learn in an environment where they feel cared for and supported.
Next steps
Leaders should focus on strengthening and securing staff's knowledge, especially around
mathematics, to ensure that all staff deliver high-quality teaching.
Leaders should strengthen the delivery of the curriculum to ensure that it is consistently
ambitious for all children.
About this inspection
The inspector spoke with leaders, staff, the special educational needs and/or disabilities
coordinator 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.
A quality assurance visit by an additional inspector was carried out at this inspection.

About this setting
Unique reference number (URN): 2768741
Address:
15 Derby Road
Hilton
Derbyshire
DE65 5FP
Type: Childcare on non-domestic premises
Registration date: 23/11/2023
Registered person: White House Next Gen Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Derbyshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 20 February 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
91
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.
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