Chelwood Nursery School

What Ofsted said

From the inspection on 21 April 2026

Children experience a warm, welcoming and nurturing environment where they are known remarkably well by staff. Children feel safe and secure, and parents and carers express strong confidence in the care provided by the school. Staff build close, trusting relationships with children, taking time to understand each child’s personality, needs and routines. Many parents describe how staff from across the school know each child by name and greet them warmly, which reinforces a strong sense of belonging. Children behave well. They understand routines and expectations, respond positively to staff’s guidance and show increasing self-regulation. Where minor disagreements occur, staff support children calmly to talk about feelings and repair relationships. Parents consistently report that children feel emotionally secure and confident to express themselves. Bullying is not a feature. Children are supported to develop empathy, cooperation and respect for others. Children enjoy learning and are motivated to attend. Many parents describe their children 'skipping into nursery' and looking forward to each day. Learning is rooted in purposefully designed activities and resources, with rich opportunities indoors and outdoors. For example, children explore climbing, den-building, imaginative role play, reading, making and investigation. Such activities support children's curiosity, physical development and resilience. Activities routinely grow from children’s interests, helping them to remain engaged for sustained periods of time. Children develop confidence, independence and communication skills. They learn to manage routines, make choices and take responsibility for themselves, for example by helping themselves to breakfast or pouring drinks. Children with special educational needs and/or disabilities and disadvantaged children are fully included and supported to succeed alongside their peers. Overall, children achieve well from their starting points, particularly in communication, language and personal development. They leave prepared for the next stage of education with positive attitudes to learning. Attendance is variable for some children, which can interrupt their learning and routines. That said, leaders work closely with families to support regular attendance.

What the school should improve

• Leaders should clarify and strengthen curriculum sequencing so that staff are clear about the key knowledge and skills children need to learn, and how these build progressively over time across the nursery provision.
• Leaders and staff should use assessment information more systematically to identify gaps in children’s learning and to plan timely next steps, particularly for those children who are more reluctant to communicate and those who need additional support.
• Although attendance is non statutory in a nursery setting, leaders should strengthen how they track and analyse attendance patterns, particularly for different groups of children, so they can work more effectively with families to promote regular attendance and support children’s learning and routines.

Read the full Ofsted report (opens in a new tab)