URN 2548869 · Inspected 2026-04-16 · Published 2026-06-08 · Inspector: Amelia Abdullah
Shapes Day Nursery, Banstead Unique reference number (URN): 2548869 Address: 28a High Street, Banstead, SM7 2LJ Type: Childcare on non-domestic premises Registered with Ofsted: 05/08/2019 Registers: EYR Registered person: Shapes Day Nurseries Limited Inspection report: 16 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 All children make very consistent progress from their starting points across all areas of the curriculum. They develop secure knowledge and skills that they need for the next stage in their education. As children move through the age groups, they become increasingly independent. Younger children learn to drink from open cups and begin to use cutlery with growing control. Older children build on these skills. For example, they learn to put on their own shoes and coats, and manage their toileting needs with increasing confidence. These important self-care skills prepare children well. Children develop very effective ways to communicate. Babies are introduced to simple Makaton signs, alongside early words, helping them to express themselves. Toddlers expand their vocabulary as they describe the pictures they draw and talk about their play. Pre-school children engage in rich role-play experiences, taking turns in conversations, sharing ideas and expressing their thoughts clearly. These solid foundations support children's communication, language and social development. Children develop a genuine love for books. They benefit from the nursery's lending library, which encourages families to share stories at home. Children enjoy stories being read to them regularly throughout the day. As a result, babies independently explore books in their cosy book area. They turn the pages and point to pictures with interest. Older children listen attentively to stories being read to them. This early enjoyment of reading lays strong foundations for future literacy. Behaviour, attitudes and establishing routines Strong standard Children behave consistently well. They understand the clear boundaries in place and respond positively to the consistent routines established by staff. Children follow instructions with confidence and show high levels of self-control for their age, including those children with special educational needs and/or disabilities. Staff actively encourage children's positive behaviour through warm praise and gentle encouragement. This helps children to feel valued and motivated. Activities are engaging and closely linked to children's interests. This supports children to remain focused and involved in their play. Children learn to manage their feelings very effectively. They take turns and share, for example, when playing in the home corner, then patiently wait their turn to pretend to order pizza. When minor disagreements occur, staff are close by to sensitively support children to resolve issues and develop their understanding of cooperation. Children enjoy playing together and form deep friendships. They work collaboratively, building on each other's ideas. For example, in the garden, children use large construction toys together to create 'lawnmowers', negotiating roles and contributing to a shared plan. These experiences help children to develop teamwork, communication and problem-solving skills. Children take pride in contributing to the daily routines of the setting. They eagerly help to set up for meals, fill the water tray and water plants in the garden. These responsibilities promote children's sense of belonging in the nursery. Children's welfare and wellbeing Strong standard Leaders promote a high culture of wellbeing across the setting. Children are cared for attentively and staff respond quickly to their needs. Children learn to wash their hands before mealtimes. They develop essential self-care skills, such as wiping their noses and learning to use the toilet. Staff manage children's sleep routines well and adapt routines carefully for each individual child. Children sleep in calm and cosy environments. Staff regularly check children to ensure their safety. Staff have a deep understanding of children's emotional needs. They build warm and nurturing relationships with all children. As a result, children feel very safe, secure and comfortable in the setting. Even those children who have recently joined, settle quickly. This is because staff take time to understand their needs and provide reassurance as needed. Children's safety is prioritised. Staff complete regular risk assessments and reflect carefully on any accidents or incidents. Leaders use this information to minimise risks and ensure that staff are well trained to keep children safe. As a result, the environment is calm, well organised and highly supportive of children's wellbeing. Children benefit from healthy and well-balanced meals that are freshly cooked on site each day. Staff prepare food safely and adapt meals to meet the needs of younger children, ensuring that babies' food is manageable for their stage of weaning. Mealtimes are well supervised. They provide opportunities for children to learn about healthy choices, such as children explain that milk makes their bones 'strong'. Curriculum and teaching Strong standard Leaders have a secure understanding of the nursery's curriculum and how effectively it is being implemented across the setting. They ensure that the curriculum is ambitious, well sequenced and responsive to the needs of all children. Staff know children well. They use their knowledge of children's ages and stages of development to adapt their practice and provide the right level of support. Staff very skilfully build on what children know and can do. For example, when children play with blocks, staff encourage counting, introduce mathematical language and extend children's thinking by asking questions. They introduce numerals alongside children's play. This helps children to make connections between quantity and symbols. These interactions deepen children's understanding of early mathematical concepts. Staff use children's interests purposefully to enhance their learning. When children show curiosity about people who help them, staff organise visits from the ambulance service, police and fire service. Staff use these real-life experiences to broaden children's knowledge of the world and spark rich conversations. Staff are creative in their approach, using children's individual interests to help all children to access the curriculum. For example, they introduce animals into various activities, supporting children to engage in activities they may not have chosen otherwise. Teaching is consistent and purposeful. Staff constantly interact with children, modelling language, posing questions and encouraging children to think deeply. These high-quality interactions support children to make excellent progress across the areas of learning. Inclusion Strong standard Leaders have a very secure understanding of all children's ages and stages of development, including those children with special educational needs and/or disabilities (SEND). They use this knowledge effectively to identify, at the earliest opportunity, where children may require additional support. Parents and carers are closely involved in this process. Leaders ensure that any intervention is well informed, consistent and responsive to children's individual needs. Staff implement a clear approach to planning additional support, implementing interventions and reviewing the impact on children. This underpins their work with children who need extra help. This structured method ensures that strategies are purposeful and that children's progress is monitored carefully. As a result, referrals to external agencies are timely and well evidenced. Children with SEND make rapid progress from their starting points. Staff break learning down into small and achievable steps, particularly when supporting children's physical development. This enables children to build on the skills they already have and experience success. Staff also prioritise the development of children's attention and listening skills. For example, they use a structured attention-building intervention to support children to develop. This targeted work strengthens children's communication, language and social development. It also helps them to participate confidently in their play and learning. Leaders promote very positive partnerships with external professionals. They actively seek advice and use the knowledge gained to enhance the team's practice. Leaders identify staff's training needs and act upon them. This ensures that all staff have the skills required to support every child effectively. Leaders use additional funding carefully and with clear intent. For example, they purchase resources, such as wobble cushions and fidget toys, to help children to regulate their feelings, engage and access learning successfully. Leadership and governance Strong standard Leaders have a thorough understanding of the nursery's strengths and priorities for improvement. They are committed to continuous development and drive forward changes that enhance children's learning and wellbeing. Their reflective approach ensures that improvements are purposeful and sustained. Leaders create a positive atmosphere that supports staff's wellbeing and encourages professional development. They have high expectations of their team, while ensuring that workloads are manageable. Staff report that they feel confident to raise concerns and that leaders listen, respond and provide effective support. This open culture contributes to a motivated and stable team. Leaders spend time working directly with children and staff, and are involved in their day-to- day experiences. They use this insight to shape the curriculum and provision, ensuring it remains responsive to children's needs. Their close involvement supports the nursery's ongoing development and helps to maintain high-quality practice. Partnerships with parents and carers and other professionals are excellent. Leaders organise opportunities for parents to attend events in the nursery with their children. This helps to strengthen relationships and helps parents feel connected to their child's learning. Leaders work collaboratively with external agencies to ensure that all children, including those who may need additional support, make rapid progress. What it's like to be a child at this setting Children are very happy, settled and confident in this bright and nurturing nursery. They play well together and form close friendships. Laughter and conversations fill the rooms and outdoor spaces as children enjoy a wide variety of activities that keep them engaged and active. The outdoor area is particularly popular, offering children rich opportunities for exploration and shared play. Indoors, children benefit from the use of a soft-play room. They enjoy expelling some energy and developing their physical skills. They run, jump and climb in a safe environment. Children develop a deep sense of belonging. They enjoy helping staff with everyday tasks and take pride in completing these tasks. Group times provide children with opportunities to sing songs, listen to stories and take part in show and tell. This builds children's confidence and communication skills. Children engage for sustained periods in learning activities. Babies enjoy sensory experiences, such as filling and emptying containers, which support their early curiosity and physical development. Older children take part in activities that build on what their already know and can do. This helps them to develop the skills they need for starting school. Staff are kind, caring and attentive. Children enjoy spending time with staff, whose comfort helps them to develop their confidence to explore. Staff ensure they have a detailed knowledge of babies' home routines and individual needs to ensure they are able to care for them appropriately. They adapt their practice thoughtfully so that every child can participate fully each day. As a result, children feel very safe, valued and ready to learn. Inspector: Amelia Abdullah About this setting Unique reference number (URN): 2548869 Address: 28a High Street Banstead SM7 2LJ Type: Childcare on non-domestic premises Registration date: 05/08/2019 Registered person: Shapes Day Nurseries Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Surrey 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 the provider, the manager, the designated safeguarding lead, the special educational needs and/or disabilities coordinator, staff, children 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. Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 16 April 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 86 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