Dalton Pre-School Nursery

Dalton Pre-School Nursery
Unique reference number (URN): 134534
Address: Block 104, Dalton Barracks, Abingdon, Oxfordshire, OX13 6JB
Type: Childcare on non-domestic premises
Registered with Ofsted: 07/04/1993
Registers: EYR, CCR, VCR
Registered person: Dalton Pre-School Nursery Committee
Inspection report: 28 April 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Needs attention
Safeguarding standards not met
Leaders have not ensured that there is an open and positive culture around safeguarding
that adequately protects children from harm. Leaders have failed to ensure that all staff
receive the support and training necessary to fully understand their safeguarding
responsibilities and to recognise the potential indicators that a child is at risk of abuse or
harm. This failure increases the likelihood that possible warning signs will be overlooked,
delaying action and potentially leaving vulnerable children exposed to continued abuse,
neglect or exploitation.
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.
Achievement Needs attention
Children who need additional help, including those with barriers to their learning, do not
always receive timely or sustained adaptations. As a result, some children do not make the
expected progress, which somewhat limits their development for future learning. Some
children are developing independence and can make choices in their play. However, some
younger children struggle to manage their emotions and interactions, and inconsistent staff
responses mean that they do not always learn how to play safely or cooperatively with
others.
Children are beginning to develop curiosity, independence and early social skills, but
inconsistent practice means that these emerging strengths are not always built on as
effectively as they could be.
Curriculum and teaching Needs attention
Some staff are less skilled and confident than others to teach the curriculum well. This
means that, in these situations, children do not learn and achieve as well as they should.
Although a range of indoor and outdoor activities are available for children, some staff do
not always use activities purposefully to build on what children already know.
Staff communicate with children, but there is not a strong or sustained focus on developing
all children's communication and language skills. For example, at times, staff supervise
rather than interact, which reduces opportunities for meaningful conversations and
vocabulary development.

Urgent improvement
Leaders are ambitious for the curriculum and want teaching to support children's learning
well. When teaching is of a better quality, staff plan purposeful opportunities for language,
such as singing and sharing stories. Staff also introduce mathematical ideas appropriately,
encouraging children to explore shape and colour. Due to these variations in practice,
communication and language are not implemented as leaders intend. Although staff make
efforts to create inviting spaces, ongoing building work restricts some areas, and children
are not consistently supported to make the progress they are capable of.
Children enjoy physical play, such as climbing and kicking balls, and for babies, using
walkers to develop early mobility. While these experiences are positive, they are not
consistently linked to clear learning intentions, which limits the progress children make.
Inclusion Needs attention
Support for children, including those with identified barriers to learning and those who need
additional help or adaptations, is not targeted or addressed effectively by staff.
Overall, staff are able to identify children with emerging or known needs. However, not all of
these children receive the timely, targeted support necessary to sustain their learning and
development. For example, at times, some children with recognised barriers to their learning
do not receive quality interactions and support for their learning and progress. Similarly,
some of the children, including those who struggle with their behaviour, do not consistently
receive the guidance and intervention required to help them regulate, participate and learn
successfully. Without targeted strategies and consistent adult support, these children are at
some risk of falling behind socially, emotionally and developmentally.
Some children benefit from effective one-to-one support that meets their individual needs
well. However, at times, some children with recognised barriers to their learning do not
receive quality interactions and support for their learning and progress. Leaders responsible
for the work of special educational needs and/or disabilities understand their roles in early
and accurate assessments of children's needs. Additionally, they work in partnership with
other professionals to support children's development.
Behaviour, attitudes and establishing routines Urgent improvement
Children's behaviour is not managed effectively across the setting, and inconsistent practice
is having an impact on their wellbeing and learning. This is particularly evident in the toddler
room, where most staff do not apply behaviour expectations consistently. Explanations are
often unclear or not given at all, leaving children unsure about what is expected of them. As
a result, some children are not developing the social skills they need to build positive
relationships or positive attitudes to learning. In addition, some staff overlook incidents of
inappropriate behaviour, and poor behaviour is not always addressed. This leads to some
children repeatedly showing low levels of respect for others. In some cases, children appear
fearful or unsettled by the behaviour of their peers, which affects their confidence and their

ability to engage in play. These weaknesses show that behaviour management is not
consistent or effective.
Children are not supported in all rooms to understand boundaries, control their emotions or
interact positively with others. However, when behaviour is managed well, particularly by
some staff and specifically in the baby room, praise and encouragement are used effectively
to help children understand expectations and feel proud of their achievements. Overall, most
children demonstrate that they are happy to attend the setting and have developed some
warm and trusting relationships with staff. They seek adults for comfort, and older children
share their ideas confidently. Children's attendance is monitored well. Leaders track patterns
carefully and follow up promptly when children are absent. They work closely with families to
encourage regular attendance, which helps children benefit from consistent routines.
Children's welfare and wellbeing Urgent improvement
Leaders do not ensure that risk assessments are effective or that these inform staff practice.
This results in several areas that are not safe or suitable for the children. For example,
individuals who are not known to staff or children can gain access to the building. Leaders
do not ensure that staff consistently follow risk assessment procedures for securing the
premises, and doors are occasionally left unlocked after parents and carers leave. This
presents a safeguarding risk and compromises children's safety. In addition, fire evacuation
routes are not always kept clear, despite risk assessments being completed. Items such as
boxes and cots are left in walkways or near exits, which could slow down evacuation in an
emergency. This lack of attention to maintaining safe escape routes places children and staff
at risk.
Leaders do not ensure that staff adequately supervise children at all times when they are
eating. Staff frequently leave children unattended while they are eating. This lack of action
increases the risk of a choking child not being noticed or first aid not being applied quickly.
Although staff are aware of the importance of supervising children and the procedures for
doing so, in practice they do not always implement this consistently across all rooms. This is
because leaders have not sufficiently checked that staff follow policies and procedures
designed to keep children safe.
Leaders and staff follow hygiene practices effectively. Staff promote children's independence
well by encouraging confidence, exploration and social interaction from an early age. Each
child is allocated a key person who knows them well, and parents are aware of who is caring
for and supporting their child.
Leadership and governance Urgent improvement
Actions taken by leaders to address weaknesses in practice have been insufficient and have
not ensured that children's health, wellbeing and safety are protected. Breaches in statutory
requirements, including weaknesses in risk assessments and safer eating, are not
consistently maintained. Leaders have not ensured that all requirements are met, and
ongoing failures have a significant impact on children's safety and overall welfare. Following
a recent notification of a safeguarding incident, the provider has revisited the procedures to
be followed to ensure that all staff working with children are suitable.

Leaders and staff do not have a clear understanding of the quality of provision.
Arrangements for monitoring, supervision and observation of staff practice are not effective.
As a result, poor practice, especially in the toddler room, is not challenged effectively,
allowing inconsistencies in staff teaching to persist. Leaders' systems for coaching,
monitoring and supervising staff do not provide staff with the clear guidance and support
they need to grow and improve their work with children. Although staff have opportunities to
discuss their work with leaders, they are not provided with the precise, tailored support
needed to improve performance and provide high-quality care and education for children. As
a result, weaknesses in teaching, safeguarding and support for behaviour are not addressed
effectively.
Leaders make certain that safe recruitment procedures are in place and all staff have the
required checks to ensure that they are suitable to work with children. Leaders have not
ensured that staff understand their safeguarding responsibilities, for example regarding local
risks to children.
Parents and carers speak positively about their relationships with staff and the management
team. They clearly value the ethos of the nursery and feel their children are happy and
making progress.
Compulsory Childcare Register requirements
This setting has not 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 not 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's health, wellbeing and safety are compromised at this nursery. Leaders and staff
do not maintain the policies and procedures of the nursery, resulting in breaches of
safeguarding practice. The provision is not consistently secure. For example, on the day of
the inspection, the main door was left open and unsupervised, allowing individuals unknown
to the setting to gain access. Staff do not always lock the door after parents and carers
leave, furthermore undermining children's safety. Risk assessments are not implemented
effectively. Some fire evacuation routes are not fully clear due to obstructions, which could
pose a risk to children and staff exiting the setting safely during an emergency. Some staff
demonstrate weak knowledge of safeguarding, and children are not consistently supervised
well enough, particularly during mealtimes.
Not all children feel safe, especially in the toddler rooms, where behaviour is poorly
managed. Some children are seen backing away or cowering from their peers when
behaviour escalates. Leaders have not ensured that staff have a clear understanding of how
to support children to behave sensibly. This means that staff have low expectations of
children's behaviour and ignore some behaviours when children need support.
Children generally arrive to a warm greeting and settle quickly. At times, some teaching is
not of the quality needed to support children's learning and development effectively. For
instance, not all staff interact purposefully with children, and too often they sit alongside
them without meaningful communication, limiting children's enjoyment, engagement and
progress. Although staff know children well and identify the progress they have made, they
do not always prioritise the most important areas of learning. For example, some children's
next steps focus on mathematical development rather than strengthening communication
and language, which is more critical for their age and stage of development.
When teaching is of better quality, children enjoy activities that support their development.
Babies engage enthusiastically in sensory play, exploring soil and developing hand–eye

coordination as they fill and empty flowerpots. Older children enjoy physical challenges,
such as climbing apparatus and practising yoga movements.
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following actions by the assigned date:
Action Completion Date
ensure all staff know how to identify possible signs that
a child may be at risk of harm
29/05/2026
take all reasonable steps to ensure that children are not
exposed to risks and determine where it is helpful to
make written risk assessments in relation to specific
issues to inform staff practice
29/05/2026
ensure that children are adequately supervised during
mealtimes to maintain children's health, safety and
wellbeing
29/05/2026
ensure that staff demonstrate sufficient understanding
of how to support children's behaviour so that children
understand how their behaviour affects others
29/05/2026
ensure staff delivering the curriculum have the
appropriate knowledge, skills and a clear understanding
of how children learn
29/05/2026
improve staff supervision so that weaknesses in staff's
knowledge and practice are identified and support is
targeted effectively to address these areas
29/05/2026
improve monitoring of the provision so that weaknesses
in practice, including any breaches, are identified
promptly
29/05/2026
About this inspection
The inspector spoke with leaders, staff, children, parents and carers and the designated
safeguarding lead 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:
Tracy Bartholomew
About this setting
Unique reference number (URN): 134534
Address:
Block 104
Dalton Barracks
Abingdon
Oxfordshire
OX13 6JB
Type: Childcare on non-domestic premises
Registration date: 07/04/1993
Registered person: Dalton Pre-School Nursery Committee
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00,Friday : 08:00 -
15:00
Local authority: Oxfordshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 28 April 2026
Children numbers
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.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.

Age range of children at the time of inspection
0 to 4
Total number of places
60
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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