Acorns Nursery School

Name Acorns Nursery School
Ofsted Inspection Rating Good
Address St Birinus House, Langley Hill, Reading, RG31 4QX
Type Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority WestBerkshire
Catchment Area Indicator Available No
Last Distance Offered Available No
Highlights from Latest Full Inspection (25 February 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Summary of key findings for parents

This provision is good • Strong leadership and management, along with ambitious self-evaluation, help to ensure that the nursery is run well. Staff work confidently with the children and have good relationships with them. • Children are provided with a variety of interesting and stimulating learning opportunities. Resources are easily accessible in response to the age or needs of children. • Children’s physical development is good. They experience daily opportunities to enjoy fresh air and can assess a range of stimulating and challenging activities in the outdoor environment. • Children show caring attitudes towards each other. Older children learn to manage their behaviour. They take turns and share independently. Younger children receive praise and support for being kind and helpful. • There is a good focus on children’s speaking and listening skills. Staff promote language development through fun activities, for example when they encourage children to talk about the interesting show and tell items that they have brought in from home. • Staff are well qualified and promote children’s learning effectively. This helps them to develop the skills they need for their future learning, including their move to school. Children are confident, enthusiastic learners who are keen to explore and investigate. • Staff do not seek precise information from parents about what children already know and can do from the onset, to identify accurate starting points in their learning. • The arrangements to support staff’s continued professional development are not highly focused on identifying training needs, to raise the quality of teaching to a higher level.