Woodlands Nursery Ruislip Limited

Woodlands Nursery Ruislip Limited
Unique reference number (URN): 2824371
Address: Scout Association, Woodford Hall, Poplars Close, Ruislip, HA4 7BU
Type: Childcare on non-domestic premises
Registered with Ofsted: 10/12/2024
Registers: EYR
Registered person: Woodlands Nursery Ruislip Limited
Inspection report: 9 April 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 individual starting points. Progress is evident in
children's independence, confidence and communication skills across the setting. They
engage enthusiastically with the rich and stimulating learning environment and demonstrate
high levels of self-confidence and independence as they freely explore the resources on
offer. Children make meaningful connections between stories they read and their play,
demonstrating secure recall of previous learning and imaginative play. For example, while
playing with straw and sticks, they gather some of the sticks and arrange them to recreate
'Stick Man' from a book previously read. They are proud of their achievements and are
eager to share them with adults and peers. This shows self-confidence and a positive sense
of self.
Children with special educational needs and/or disabilities or those who face barriers in their
learning make meaningful progress over time. They strengthen their language skills,
physical development and participation, and learn alongside their peers. Children are
extremely well prepared for their next stage of learning.
Behaviour, attitudes and establishing routines Strong standard
Children behave exceptionally well. Leaders have established a calm, nurturing environment
where expectations are clear and consistently applied. Children arrive happily at the setting
and are eager to explore the inspiring environment. They settle quickly and consistently
engage in purposeful play. Routines are well embedded. Children anticipate what will
happen next and spontaneously transition to the next activity with little to no prompt.
Children are highly motivated learners. They show curiosity while exploring open-ended
resources, carefully examining them and deciding what they want to create. Children
eagerly share their creations, showing self-confidence and pride in their achievements.
All children, including those who are disadvantaged and those with special educational
needs and/or disabilities (SEND), are supported effectively to develop independence. Staff
break tasks into manageable steps and clearly model activities. This ensures that children
with SEND are given the time and support they need to progress. Leaders work closely with
families to promote attendance. Parents value the provision and report that children are
eager to arrive at the setting in the morning. As a result, they attend regularly.
Children form strong friendships, demonstrating kindness, cooperation and a genuine desire
for their friends to do well. For example, they gently suggest to their friends to try a different
tool to be able to accomplish the task they are attending. Children are happy, relaxed and
clearly enjoy their time at the setting.
Children's welfare and wellbeing Strong standard
There is a strong focus on supporting children's communication and language, social and
emotional development. Staff build close, trusting relationships with children, which help

Expected standard
them to feel safe and secure. Children thrive on the consistent encouragement and praise
they receive from staff. This helps them to develop confidence, independence and critical
thinking. For example, children confidently choose resources that interest them and use
them in alternative ways to test what staff have told them. In addition, they enjoy taking
responsibility for simple tasks, such as tidying away equipment or preparing buckets of
water for outdoor activities.
All children develop effective physical skills. They run, climb and dig in the sand with
confidence. Children strengthen their small-muscle skills as they use a variety of tweezers to
pick up small objects and paint with water on the fence, in preparation for early writing.
Children demonstrate consistent self-help skills and follow hygiene practices spontaneously.
Staff support children's health and wellbeing effectively. They ensure that dietary
requirements are closely followed and work in partnership with parents to promote healthy
eating, including providing home-cooked hot meals. Children understand the benefits of
sleeping well and eating nutritious food. They proudly show how strong they are and their
strong teeth because of their healthy habits.
Curriculum and teaching Strong standard
Leaders have designed a curriculum that supports children's communication, independence
and emotional security extremely well. Staff implement the curriculum purposefully across
the setting, and they carry out accurate assessments of what children know and can do and
adapt activities well to their needs. They provide a range of opportunities for children to
develop their early understanding of mathematics and literacy through discussions and
everyday routines. For example, staff support children to explore numbers and mathematical
concepts. Children cleverly identify how many more items are needed to move from 5 to 10,
using resources such as blocks and pom-poms to support their thinking. Throughout the
activity, children are engaged in conversations with staff, who scaffold their learning by
asking open-ended questions and encouraging problem-solving.
Language development is prioritised. Staff routinely introduce new vocabulary and draw
children's attention to sounds in words to support early phonological awareness. For
example, older children learn to identify that 'blue' begins with the letter 'b'. Practitioners
skilfully extend children's thinking through meaningful questioning. For example, children are
encouraged to explain in their own words why the child on the book is described as 'messy'.
Children are confident communicators. They are eager to retell familiar stories to visitors and
can explain to them why the 'wolf' from the story cannot blow away the brick house.
Inclusion Expected standard
Leaders have created an inclusive culture where children are supported to participate fully in
the setting's life. A friendly and calm atmosphere is evident throughout the day. Staff show
high expectations and genuine care for every child. Leaders have secure knowledge of child
development and how to access external support if needed. They ensure that all children,

including those with special educational needs and/or disabilities, receive timely
observations and targeted interventions. Focused assessments, such as progress checks
and language screening tools, help them to identify gaps quickly and implement individual
learning plans. Staff use the graduated approach and generally put in place the required
adaptations to support children's learning needs. For example, they use visual prompts,
offer additional support and provide quieter spaces when needed. As a result, all children
are supported to make progress and develop a sense of belonging.
Leaders know how to support children in receipt of additional funding. For example, they use
these funds to help enhance experiences for children, such as providing additional staff
support and targeted resources that meet children's needs and interests. This strengthens
outcomes for children.
Leadership and governance Expected standard
Leaders are passionate about their roles and the difference they can make to children. They
are committed to providing a safe, welcoming and stimulating environment for all children.
Leaders are reflective, understand their strengths and generally identify priorities for
improvement. Staff feel valued and well supported by leaders. They receive supervision and
discuss their wellbeing. However, leaders do not always provide precise targets to all staff,
or consistently offer sharp feedback to support ongoing professional development to help
them further strengthen their practice. For example, some staff are still developing their
confidence in identifying children's next steps to support their progress. This may lead to
some children not consistently receiving the most targeted support.
Leaders have established effective partnerships with parents and other professionals to
ensure that children's individual needs are met, including where they have special
educational needs and/or disabilities or are facing barriers to learning. Detailed information
about children's individual plans and targeted interventions is shared with parents so that
they are fully involved in their children's learning. Leaders and staff recognise the
importance of celebrating cultural and family events to make children feel valued and to
foster their sense of belonging. Parents comment how much they appreciate the entire
staff's dedication to provide children with nurturing care and high-quality education. They
recognise this has a positive impact on their children's progress and wellbeing.

What it's like to be a child at this setting
Children are happy and separate with ease from their parents on arrival. They experience a
welcoming nursery, where staff are friendly, kind and make them feel safe. Children
confidently explore the wide range of activities and resources available both indoors and
outdoors. This helps them to develop new interests and build on their skills. Children enjoy
daily access to the vast garden where they can acquire a variety of skills. They are keen
learners who thoroughly enjoy attending the setting. Children are inquisitive and
demonstrate high levels of concentration. In addition, they are given opportunities to develop
imagination and test their ideas. For example, they draw detailed projects to build a small
house using stones and share ideas with their peers about the best approach to take to
achieve a sturdy construction. Children show curiosity about how things work. Staff support
them to explore long cardboard tubes, and they use them to communicate with one another,
testing if their voices can be heard at the opposite end.
Children develop their social skills, build friendships and enjoy spending time together. For
example, they create games with their friends, share ideas and use their imagination. Staff's
clear expectation and nurturing manner support children's excellent behaviour. They
collaborate naturally, such as when working together to find out which sand timer is the
quickest. Children make independent choices throughout the day and take responsibility for
routines. For example, they know when it is time to tidy up and serve themselves at
lunchtime. This helps them to develop independence and confidence while cooperating with
their peers.
Leaders and staff work closely with parents to promote punctuality and attendance to
support good habits for children's future learning. Parents speak warmly about how much
their children enjoy attending the setting.
Children benefit from staff who know them well. Staff prioritise developing children's
communication and language skills. They engage children in meaningful conversations
during play and routines. Staff help children expand their vocabulary, introducing new words
such as 'swirly' and 'slippery'.
Next steps
Leaders should provide staff with precise targets and consistently constructive feedback,
linked to specific training, to help them improve their practice even further.
About this inspection
The inspector spoke with leaders, staff, children, parents 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

Inspector:
Damiana Cornacchia
About this setting
Unique reference number (URN): 2824371
Address:
Scout Association, Woodford Hall
Poplars Close
Ruislip
HA4 7BU
Type: Childcare on non-domestic premises
Registration date: 10/12/2024
Registered person: Woodlands Nursery Ruislip Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 16:00,Friday : 08:00 -
13:00
Local authority: Hillingdon
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 April 2026
Children numbers
Age range of children at the time of inspection
2 to 4
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
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.
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? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright