Oranges & Lemons Nursery School

Oranges & Lemons Nursery School
Unique reference number (URN): EY313846
Address: Forward House, Park Road, Kingston upon Thames, Surrey, KT2 5LY
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/08/2005
Registers: EYR, CCR, VCR
Registered person: Gail and Jane McCreanor Partnership
Inspection report: 28 November 2025
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 are very confident and independent learners. They flourish across all areas of their
learning and development and make strong progress from their starting points, including
those children with special educational needs and/or disabilities.
Children are skilled communicators. They use complex sentence structures and confidently
ask questions and negotiate their needs with their friends, leaders and staff. For example,
during story sessions, children excitedly recap prior learning about previous topics that are
special and meaningful to them. Their appreciation for chosen stories is evident, and they
show increasing enthusiasm as they sing familiar songs and rhymes. This helps children
develop strong literacy skills.
As children learn mathematics, they use a wide range of vocabulary and confidently make
links between stories and number concepts to deepen their understanding. Children who
need additional support with their communication skills, including those who speak English
as an additional language, receive focused, individualised support so that they develop
strong communication skills for their future learning.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff embed highly successful routines that help children to feel happy, settled
and safe. They expertly adapt these routines to enable all children to make positive choices
in their play. Leaders and staff have strong partnerships with parents. When parents require
additional help to establish routines at home, staff work closely with external partners to
provide tailored support and guidance. This approach has a very positive impact on the
wellbeing of all children.
Leaders place a high level of importance on children's regular attendance and punctuality in
the nursery. Leaders and staff ensure that any gaps in attendance are identified swiftly. Staff
have very high expectations about children's behaviour. Children, including those with
special educational needs and/or disabilities, are very resilient. They understand what is
expected of them and are encouraged to regulate their own feelings and emotions.
Harmonious relationships between leaders, staff and children ensure that children develop
overwhelming respect and empathy for others. There is a strong focus on developing
children's understanding of both the local and wider community. Children learn about
cultures beyond their own, fostering pride, inclusion and a strong sense of belonging.
Children's welfare and wellbeing Strong standard
Leaders and staff give high priority to children's welfare and wellbeing. Effective key-person
arrangements ensure that children develop secure bonds with staff so that their individual
needs are met. The inclusive ethos of the nursery ensures that staff identify children who
need extra support, including children with special educational needs and/or disabilities.
This ensures that staff strongly focus on children's health, safety and wellbeing. Parents

report that this has a positive impact on children's welfare. In addition, staff work
collaboratively with parents so that effective support and guidance is provided to ensure that
children's physical wellbeing is promoted.
Leaders and staff teach children to make healthy choices and emphasise the importance of
looking after their own health. Children develop a strong understanding of how to manage
their personal needs. For example, staff foster strong links with external partners to
encourage children to develop healthy habits, such as brushing their teeth. Children learn
skills to keep themselves and their friends safe during play. They observe the rules and use
equipment and resources safely. Staff proficiently teach all children the skills they need to be
physically active. They identify children with gaps in their physical development and plan
robust opportunities for children to make progress.
Curriculum and teaching Strong standard
Leaders have strong oversight of the ambitious curriculum and its delivery to all children.
The highly inclusive curriculum ensures that every child fully participates so that they reach
their full potential. It is carefully designed to eliminate barriers to learning so that all children,
including those with special educational needs and/or disabilities, engage with ambitious
learning opportunities. Leaders and staff demonstrate a sustained commitment to adapting
their curriculum to the changing needs of children at the nursery. For example, staff use a
combination of speech, signing and visual cues to strengthen provision to support children
to develop their language skills, including children who speak English as an additional
language.
High-quality teaching ensures that staff revisit key concepts to fully engage all children. They
meticulously plan their interactions with children and use well-considered, thought-provoking
questions to deepen children's learning. This enables all children to develop new skills and
apply them with confidence. Staff also support children to use ambitious vocabulary in their
play, for example as they handle pomegranates and describe what they can see, smell and
taste. Staff use thorough assessment processes to track children's progress effectively.
Inclusion Strong standard
Leaders swiftly identify those children with gaps in their learning and ensure that inclusion is
securely embedded in the culture of the nursery. They work extremely closely with parents
and external professionals so that children receive expert support to progress their learning.
For example, leaders work closely with local health services so that specialist strategies are
in place to help children consistently progress.
Staff are highly skilled and are empowered by leaders to adapt their teaching to ensure that
they make a consistent difference to the learning outcomes of all children. Those with
responsibility for seeking external support for children with special educational needs and/or
disabilities ensure that staff training is bespoke and targeted to help children reach their full
potential.
Leaders and staff meticulously work together to plan and review children's progress. They
ensure that children access their full educational entitlement so that they are well prepared
for their future learning. Parents are unanimously positive in their feedback about their

children's progress and achievements. The very positive and proactive attitude of leaders
and staff towards inclusion ensures that children make very good progress overall
irrespective of their starting points.
Leadership and governance Strong standard
Leaders are highly reflective and are driven by a clear ambitious vision. They embed a
strong culture of continuous improvement among staff and ensure that strategic priorities for
the nursery are consistently and effectively maintained.
Leaders are excellent role models for staff and have a clear oversight of the curriculum. Staff
report that leaders create an extremely enabling environment that allows them to deliver
enriching learning opportunities for children. Consequently, high standards of care and
education are evident across the nursery.
Leaders understand that the continued professional development of staff is of utmost
importance. For example, targeted training and regular supervision meetings ensure that
staff consistently strengthen and maintain their expertise. This fuels their passion to ensure
that children are very well prepared for their future learning, including children with special
educational needs and/or disabilities. All staff report very high levels of wellbeing, coupled
with a manageable workload. This helps staff to feel confident and valued.
Excellent partnerships with parents ensure that leaders and staff engage positively. Parents
are very well informed about their child's progress. They speak highly of the nursery and
have ample opportunities to contribute to their children's ongoing learning.
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
All children thrive at this nursery. They are valued and well cared for by staff, which ensures
that they develop a strong sense of belonging. Strong, nurturing relationships with their
friends and staff help children feel secure. At this nursery, children's behaviour is excellent.
Staff recognise and celebrate each child's unique personalities and strengths, which helps
children develop very positive attitudes to learning and supports their self-esteem. Teaching
is consistently high quality. The deep commitment from leaders and staff ensures that they
carefully plan and sequence the ambitious curriculum so that every child achieves their very
best and makes strong progress in their learning. Staff closely monitor each child's progress
and quickly address any barriers to learning so that all children flourish. Parents are valued
as partners. Staff swiftly follow up any unexplained absences so that children's learning is
maximised and they take part in all that is on offer.
Staff respond sensitively and intuitively to children's emotions. They provide the right level of
timely support tailored to children's individual needs. This enables children from all
backgrounds to feel extremely safe and happy to play alongside their friends. Children show
confidence and resilience as they embrace new experiences with enthusiasm and
determination. Engaging and well-planned activities, such as science experiments and
learning new languages, strengthen children's understanding of the world around them
effectively. Children develop excellent social skills as they explore their environment with
curiosity and perseverance, even when faced with challenges. During activities, children
collaborate and communicate confidently with their friends, showing increasing
independence and self-assurance. By the time children, including those with special
educational needs and/or disabilities, move on to the next stage of their education, they are
confident, self-assured and very well prepared for their future learning.

Inspectors:
Kate Daurge
Christine Davies
About this setting
Unique reference number (URN): EY313846
Address:
Forward House
Park Road
Kingston upon Thames
Surrey
KT2 5LY
Type: Childcare on non-domestic premises
Registration date: 23/08/2005
Registered person: Gail and Jane McCreanor Partnership
Next steps
Leaders and those responsible for governance should sustain their work to ensure
continued improvement and high standards. They should focus on creating a
transformational impact on the outcomes and experiences of disadvantaged children,
those with special educational needs and/or disabilities, those who are known (or
previously known) to children's social care, and those who may face other barriers to their
learning and/or wellbeing.
About this inspection
The inspector spoke with leaders, staff, parents and children 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.
The inspection started on 28 November 2025. Inspectors returned on 2 March 2026 to
gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and
gathering additional evidence policy.

Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:40 - 16:00
Local authority: Kingston upon Thames
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 28 November 2025
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
30
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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