Grimsthorpe Castle Day Nursery

Grimsthorpe Castle Day Nursery
Unique reference number (URN): 2751763
Address: Grimsthorpe & Drummond Castle Trust Ltd, Estate Office, Grimsthorpe, Bourne, PE10 0LY
Type: Childcare on non-domestic premises
Registered with Ofsted: 13/10/2023
Registers: EYR, CCR, VCR
Registered person: SDN (Sleaford) Limited
Inspection report: 31 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
Achievement Strong standard
Children make secure progress from their starting points across the 7 areas of learning,
particularly in communication and language. They use and recall vocabulary in context and
engage in conversations with increasing confidence, showing developing speaking and
listening skills that support their ongoing learning.
Children, including those with special educational needs and/or disabilities and those who
are disadvantaged, access learning through appropriate adaptations and targeted support.
They engage in a range of experiences, including sensory and enrichment activities, which
help them to build skills and maintain progress over time.
Children develop positive attitudes to learning and show increasing independence. They
explore their environment with confidence, make choices in their play and sustain their
attention for longer periods. These experiences help them to build the skills needed for the
next stage of learning. Children follow routines and take part in increasingly structured
activities. While there are occasional disruptions to children's learning, for example when
routines and activities change, this does not affect the progress they make. Children quickly
re-engage alongside their peers and show enthusiasm for learning. They sustain
concentration, persevere with challenges and use what they know with confidence. These
secure learning behaviours mean children continue to develop the knowledge and skills they
need, even where some aspects of teaching are still developing. As a result, children
achieve extremely well and are well prepared for future learning.
Inclusion Strong standard
Leaders and staff create a highly inclusive culture and identify children's individual needs
swiftly and precisely, including through effective home visits and responsive engagement
with families and external professionals. Leaders act decisively when concerns arise,
working closely with parents and relevant agencies to secure appropriate referrals and put
timely, well-targeted support in place. This ensures that children receive early, effective help
and reflects a strong commitment to meeting need at the earliest opportunity. Staff
consistently go above and beyond to ensure that all children receive high-quality care and
support.
Leaders remove barriers to learning through carefully considered adaptations and targeted
interventions. Children with special educational needs and/or disabilities access all aspects
of provision, with staff adapting practice, so they can take part alongside their peers. Staff
support children with communication and language needs through consistent modelling,
purposeful interactions and well-planned strategies. Leaders use additional funding
purposefully to enhance experiences, increase engagement and help close gaps in learning
for disadvantaged children.
Leaders monitor children's progress closely and regularly review the impact of support,
adjusting strategies where needed to ensure that they remain effective. Staff receive
relevant training and apply this well in practice to meet children's needs. Leaders build

Expected standard
strong partnerships with families and external agencies, ensuring children known to social
care receive sensitive and effective support.
Leadership and governance Strong standard
Leaders and those responsible for governance demonstrate a clear commitment to meeting
the requirements of the early years foundation stage and improving outcomes for all
children. Since taking over the setting, they have taken prompt and decisive action to
strengthen the environment, significantly improving safety and accessibility, so children can
move confidently and develop independence. Leaders understand where practice still needs
to develop and have clear, well-considered plans in place to secure further improvement.
They have already begun work to deepen children's understanding of keeping safe, improve
consistency in transition routines and promote children's autonomy in personal care. These
developments are in the early stages of implementation, and leaders are monitoring their
impact closely to ensure that, with more time, they become fully embedded in practice.
Leaders understand their cohort well and use this knowledge to shape an ambitious and
inclusive provision. They maintain high expectations for all children, including those with
special educational needs and/or disabilities, and ensure that staff adapt practice to support
engagement and progress. Leaders prioritise staff's development and wellbeing through
effective supervision systems that support reflection and identify training needs. Staff access
a wide range of professional development opportunities, including communication and
language training and a structured apprenticeship programme with mentoring and peer
observations. These approaches strengthen practice and improve the quality of education.
Leaders build strong partnerships with parents and external agencies to support children's
development and transitions.
Behaviour, attitudes and establishing routines Expected standard
Staff act as positive role models and use warm, respectful language to reinforce
expectations for behaviour. Children develop secure relationships with staff and each other,
contributing to a culture of care, kindness and respect across the setting. They build strong,
trusting relationships and collaborate effectively. They show empathy towards others, for
example checking on peers if they fall, demonstrating developing social and emotional skills.
Staff support children to interact positively, helping them to understand expectations and
engage in group activities.
Leaders and staff establish routines to support children's understanding of expectations.
During some transitions, particularly in the toddler room, staff do not organise routines
consistently. Children become unsure of expectations, with some continuing to play while
others prepare for the next activity. This leads to some children becoming unsettled and less
engaged.

Leaders monitor attendance closely and identify patterns or concerns. Staff work with
families and external agencies to support children's routines, behaviour and engagement.
Children develop positive attitudes to learning and engage well in activities, supported by a
caring and consistent environment.
Children's welfare and wellbeing Expected standard
Leaders prioritise children's welfare and wellbeing and create a safe, welcoming and
inclusive environment where children feel secure and supported. Staff build warm,
responsive relationships with children, helping them to feel emotionally safe and confident.
Children seek comfort when needed and receive reassurance from familiar adults,
supporting their emotional wellbeing. Care practices meet children's individual needs
effectively. Staff adapt routines and provide targeted support, so children with special
educational needs and/or disabilities, disadvantaged children and those facing barriers to
wellbeing access care and learning consistently. Children known to social care receive
sensitive support that promotes their security and engagement.
Staff support children to develop an understanding of health and safety through daily
routines. They guide children during activities, such as outdoor play, and encourage safe
behaviours. Staff promote hygiene routines and encourage children to wash their hands and
begin to manage aspects of self-care, supporting independence. They do not always explain
clearly why some actions are unsafe or involve children fully in personal care routines. This
limits children's understanding of how to keep themselves safe and reduces opportunities to
develop independence.
Staff promote healthy lifestyles through regular outdoor play and physical activity. At times,
delays in routines, such as mealtimes, lead to some children becoming unsettled. Staff
respond by providing comfort and reassurance, helping children to regulate their emotions.
Curriculum and teaching Expected standard
Leaders have a clear understanding of curriculum intent and implementation and ensure
that it is broad, balanced and well sequenced across all areas of learning. The curriculum
meets the requirements of the early years foundation stage and builds children's knowledge
and skills over time, supporting readiness for the next stage and promoting wellbeing.
Leaders regularly review and refine the curriculum, so it meets children's needs.
Practitioners use their knowledge of child development to deliver purposeful interactions and
planned experiences. They prioritise communication and language, model vocabulary
consistently and engage children in meaningful conversations. For example, during Forest
School, children use language such as 'longer' and 'shorter', while staff introduce and
reinforce vocabulary such as 'flame'. Children recall and use language from familiar stories,
strengthening their communication skills. Practitioners observe children closely and use
assessment to identify what they know and can do. They adapt teaching to match children's
starting points, needs and stages of development. They make appropriate adjustments, so
children with special educational needs and/or disabilities, disadvantaged children and those
facing barriers to learning can access the curriculum and take part fully.

The curriculum promotes physical, personal, social and emotional development effectively.
Children develop physical skills through climbing, balancing, swinging and riding bikes. In
the baby room, children practise early skills, such as standing and pulling themselves up.
Children engage in cooperative and imaginative play, supporting their social development.
Practitioners follow children's interests, extend learning and build on prior knowledge
through a range of engaging experiences.
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 experience a welcoming, caring environment where they feel safe, valued and
supported to thrive. Warm, trusting relationships with staff are evident, with practitioners
acting as positive role models, using calm and kind language and responding sensitively to
children's needs. Children develop a strong sense of belonging and are confident to
approach adults for support, including seeking comfort when needed, demonstrating secure
attachments.
Children enjoy a wide range of engaging experiences that spark curiosity and enthusiasm
for learning, including spending extensive time outdoors. They explore freely through
sensory play, outdoor activities, such as water and mud play, and imaginative role play,
which is adapted to reflect their interests. Children show increasing independence, for
example, in pouring drinks and managing their self-care routines, and are supported to build
confidence and resilience. Communication and language are well supported, with children
using and understanding new vocabulary in context and recalling language from familiar
stories.
Children develop positive social skills and strong relationships with their peers. They
collaborate during play, show care for one another and demonstrate kindness, for example
checking on a friend who has fallen. Routines are well established, helping children to feel
secure and to manage their behaviour and emotions effectively.
Children are supported to make progress from their starting points, including those with
special educational and/or disabilities and those receiving additional funding, through
carefully considered adaptations and targeted support. Staff know children well and use this
understanding to ensure that experiences are suitably challenging, supporting good
progress across the early years foundation stage and preparing children well for their next
stage of learning.
Next steps
Leaders should support staff to help children to gain a deeper understanding of how to
keep themselves safe.
Leaders should support staff to improve the organisation of transition times so that
children do not have to wait for long periods and their learning is not disrupted.
Leaders should support staff to involve children more in personal care routines, for
example, by encouraging them to try themselves, supporting independence and respect
for children's autonomy.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs and/or
disabilities coordinator, parents and carers and children during the inspection.

Inspector:
Betty Ekberg
About this setting
Unique reference number (URN): 2751763
Address:
Grimsthorpe & Drummond Castle Trust Ltd
Estate Office, Grimsthorpe
Bourne
PE10 0LY
Type: Childcare on non-domestic premises
Registration date: 13/10/2023
Registered person: SDN (Sleaford) Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Lincolnshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 31 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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.

Total number of places
51
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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