The Old Station Nursery - Wellesbourne

The Old Station Nursery - Wellesbourne
Unique reference number (URN): EY432237
Address: Warwick H R I, Wellesbourne, WARWICK, CV35 9EF
Type: Childcare on non-domestic premises
Registered with Ofsted: 11/07/2011
Registers: EYR, CCR, VCR
Registered person: Polkadot Day Nurseries Limited
Inspection report: 15 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.

Expected standard
Achievement Expected standard
Typically children, including those who face barriers to their learning and/or wellbeing, make
progress from their starting points across the early years foundation stage. They learn how
living things grow and develop. Children observe chicks break through their shells and take
their first steps, sparking curiosity and excitement. They learn to listen attentively as staff
explain why some chicks need to remain in the incubator. Children learn vocabulary such as
'incubator, fluffy, wet' and 'dry' as they learn to understand the natural world. As a result,
children develop empathy, gain knowledge of life cycles and habitats, and learn how to care
for living creatures.
Babies learn to pull themselves up to standing. They persevere and try again when they fall
down. Babies learn to use their first words, such as hello, and they learn to copy actions. For
example, when babies play with dinosaurs they make them 'stomp'. This helps to prepare
them for their next stage of learning. However, as yet, younger children do not have
consistent opportunities to develop their growing independence skills, particular at
mealtimes.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff have high expectations for all children's behaviour and attitudes. They
have developed staff's understanding through targeted training that has upskilled staff's
knowledge of managing children's behaviour effectively. Staff consider children's
experiences and starting points to help support their development. They help children,
including those who face barriers to their learning and/or wellbeing, to feel settled. For
example, by using signs as they communicate. As a result, children start the day calmly and
engage in play.
Staff support children to develop good manners by encouraging them to say please and
thank you. They remind children of the rules, such as using 'kind hands' and kind words.
Staff praise children for positive behaviour and tell them they are proud of them. As a result,
children feel valued and behave well. Children have developed respect and kindness for
each other. They have developed friendships and value spending time with their friends as
they play and learn together. This helps children to develop important social skills and
understand what is expected of them.
Staff are attentive to children's needs. They tune in to children's interests to help them settle
quickly. For example, singing favourite rhymes to help children regulate their emotions.
Children are happy and show a sense of emotional security. However, staff have not yet
ensured that opportunities to strengthen children's independence are consistently
embedded. Leaders place a high importance on attendance and punctuality. They check in
with families and monitor attendance regularly. This helps to ensure positive habits for future
success and readiness for school.

Children's welfare and wellbeing Expected standard
Leaders have implemented policies and procedures to ensure all children's welfare and
wellbeing are met. They develop respectful relationships with all children. Leaders have
created a safe, welcoming environment for all babies and children. Babies use their first
words to say 'hello' and older children talk about their experiences at the nursery. Staff
gather information from parents about their children's individual needs, including dietary
requirements, sleeping and toileting routines and health needs.
All children build warm and secure attachments to their key persons. They seek out adults
for reassurance and comfort if they become upset. Staff support children to manage their
emotions and offer cuddles through their gentle approach.
All children enjoy their mealtimes. They chat with each other and use their manners, such as
please and thank you. Children wash their hands and independently find their photos at
tables so they know where they need to sit. They feed themselves using forks or spoons as
they enjoy mashed potato and mushroom and bean casserole. Generally, staff support
younger children as they scoop up their food to feed themselves. However, staff do not yet
consistently support children to develop their independence skills during mealtimes. They
step in too quickly when children show signs that they are ready to feed themselves. This
limits children's self-care skills and confidence.
Curriculum and teaching Expected standard
Leaders have designed a well-sequenced curriculum that supports children's knowledge and
skills. Communication and language is a key focus across the setting. Staff use stories,
books and rhymes to develop children's communication and language skills. They read with
animation and excitement, capturing children's attention and modelling vocabulary. Children
confidently act out familiar stories, such as 'We're Going on a Bear Hunt', using repeated
phrases they have learned to develop their language and recall skills. Furthermore, staff
sing familiar songs that children show interest in. This helps children settle, join in and
regulate their emotions when they become upset.
Staff support children's physical development effectively. Older children relish being in the
outdoor classroom. They balance, climb and swing with confidence. Children, including
those who face barriers to their learning and/or wellbeing, eagerly look for worms and other
minibeasts, such as beetles, as they work together to roll over logs. They talk to staff about
roots they have spotted. Staff explain the importance of roots and how these help trees to
grow. However, at times staff do not always extend older children's knowledge and skills
about what they know and can do. As a result, some children are not consistently supported
to deepen their understanding.
Staff skilfully weave in opportunities to develop children's mathematical skills. For instance,
younger children build towers and say 'This is tall', and make shapes in play dough, such as
a star. Older children count beyond 20 as they play hide and seek and learn about 'full' and
'empty'. This supports children to develop an understanding of number, shape and measure
in meaningful ways.

Inclusion Expected standard
Leaders and staff have a clear understanding of each child's individual needs. They identify
children's emerging needs quickly and ensure support is in place to help them make
progress in their learning and development. Leaders have introduced effective strategies to
help staff further communicate and interact with children. For example, staff use Makaton
signs and deliver focused interventions to support children's speech and language
development. Leaders and staff work closely with parents and make referrals to other
agencies. For example, timely referrals ensure children receive the support they need to
help reduce barriers to children's learning and/or wellbeing. As a result, children, including
those with any barriers to their learning, receive support that enables them to build
confidence and make progress.
Leaders carefully monitor and review additional funding for children who receive this. This is
used to support children's learning and development. For example, leaders use this funding
to purchase targeted resources, such as a variety of pretend food resources to enhance
communication and language. As a result, children benefit from well-chosen support to help
them make progress.
While most children remain engaged and supported, staff do not always ensure that all
children are consistently supported to participate, to further build on their knowledge and
skills to help deepen their understanding.
Leadership and governance Expected standard
Since the last inspection, a new leadership team has been established. This has had a
positive impact on the setting. Leaders have a clear understanding of the setting's strengths
and the priorities for improvement. Following concerns identified through risk assessment,
leaders have taken immediate steps to ensure policies and procedures, including any risk
assessments, are clear through consistent monitoring, including carrying out daily checks,
supervisions and support, feedback and targeted training. Leaders remain visible and
present, providing oversight that promotes a safe and continually improving environment.
Leaders are committed and passionate. They place all children and families at the heart of
their practice. Staff wellbeing is a priority and staff value the support leaders provide. They
appreciate the opportunities to develop their practice even further. For example, staff have
recently completed training on identifying and managing children's behaviours. This has
deepened their knowledge and understanding and helped improve their practice.
Parents comment that their children are happy at the setting and have made progress in
their learning and development. They appreciate the regular communication shared through
the setting's app, including photos and guidance on how to support learning at home. In
addition, leaders and staff work in collaboration with other professionals to ensure children
receive the support they need. Leaders have implemented their 'next stop' school readiness
programme to prepare children for their eventual move to school. This ensures that children
experience a smooth and supported transition.

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 and parents are welcomed and warmly greeted into this nursery by leaders and
staff. Staff support children to settle quickly into activities as they wave goodbye to their
parents. All children, including those who have recently started, are happy and have built
caring and trusting relationships with their key persons. Staff value children's individual
needs and support them through sensitive and respectful interactions. This helps children to
have a sense of belonging and helps them to feel safe.

Inspector:
Reena Rai-Aheer
All children engage in their play and learning. For example, babies play in the outdoor
kitchen emptying and filling bowls using large spoons and scoops. Staff encourage them to
explore and become curious. They introduce words such as 'mix' and 'scoop'. Furthermore,
babies are fascinated as they watch staff gather cornflour with their hands and let this drip
from their hands. They are excited to join in and copy these actions, such as the use of
signs by staff for 'more'. This supports babies' early communication and gives them a way to
express their needs.
Older children are confident and independent learners. They access resources, such as role
play and writing tools, and love to play outdoors. Children, including those who face barriers
to their learning and/or wellbeing, develop physical skills as they balance and carefully walk
along planks of wood. They play hide and seek with their friends and make cakes from mud
to share with staff. In addition, children benefit from hands-on experiences. They hunt for
worms in the outdoor classroom. Staff support children and introduce new vocabulary for life
cycles, such as eggs, juvenile and adult. They have meaningful conversations with children
about caring for the natural world. This helps children to understand life cycles and habitats
and have an increased awareness of the outdoor environment.
Leaders identify patterns and trends and work alongside parents to promote attendance and
punctuality. They carry out regular monitoring of attendance and check in with families. This
ensures children regularly attend the setting.
Next steps
Leaders should support staff to consistently promote children's independence by ensuring
younger children are encouraged to have a go at feeding themselves when they show
they are ready.
Leaders should support staff to further extend older children's learning and development
through consistent, high-quality interactions to help children build on what they already
know and can do in the outdoor classroom.
About this inspection
The inspector spoke with the 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.

About this setting
Unique reference number (URN): EY432237
Address:
Warwick H R I
Wellesbourne
WARWICK
CV35 9EF
Type: Childcare on non-domestic premises
Registration date: 11/07/2011
Registered person: Polkadot Day Nurseries Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Warwickshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 15 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
83
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