Ashbourne Day Nurseries at Orton Southgate

A sensory kitchen, weekly Forest School outings and Christmas carol singing give Ashbourne Day Nurseries at Orton Southgate a character that reaches beyond its playrooms. Based at Brightfield Business Hub in Peterborough, it welcomes babies from three months and supports children through to preparation for school. Outdoor exploration is a substantial part of the offer, but the youngest children's experience deserves closer attention.

At its February 2026 inspection, Ofsted judged achievement, inclusion, children's welfare and wellbeing, and leadership and governance to be at Strong standard, with curriculum and teaching, and behaviour, attitudes and establishing routines at Expected standard; safeguarding standards were met. Those judgements carry a clear distinction: relationships and support were strengths, while outdoor teaching and mealtime routines needed further work.

Learning and Activities

The Early Years Foundation Stage provides the framework for learning through play, communication and developing everyday skills. Here, practitioners track children's development and shape activities around their interests, combining organised experiences with time to choose their own play. Nursery rhymes and quieter reading periods sit alongside outdoor exploration. That gives children different ways to participate, rather than making every activity depend on sitting and listening.

In February 2026, learning moved progressively from the baby room towards preschool. Staff developed vocabulary through conversation, stories and songs, and brought mathematics into ordinary routines: children looked for numbers on the route to the garden and worked out how many plates a table needed. These are practical ways to connect words and numbers with something children can see and do.

Sensory experiences at that time included shredded paper, ice and sand. Children made dough caterpillars and pressed toy truck wheels into dough to create patterns, while pencils, tweezers and glue sticks offered practice using their hands with greater control. Older children also invented superhero play and discussed the powers they had chosen. Imagination had room to lead.

Outdoor and Community Life

A climbing frame and planting area sit alongside the sensory kitchen outdoors. The mud kitchen adds another opportunity to explore materials through play. Weekly Forest School activities take children outside on a walk for practical learning in a natural setting with trees, extending the outdoor offer beyond the nursery garden.

Community experiences follow a recognisable seasonal pattern. Children sing carols for the neighbouring retirement home each Christmas and post Christmas letters at the local post office annually; visits to the local church also form part of community life. These activities connect nursery experiences with people and places beyond the setting.

The garden's presence should not be confused with the quality of every age group's outdoor learning. In February 2026, outdoor experiences were less developed, especially for babies, and leaders planned a separate area for them. Older children's riding, scooting and running were part of garden life, but the improvement priority concerned how outdoor teaching met younger children's needs.

Relationships and Communication

Settling periods are adapted to the individual child. For families, that makes the transition an individual arrangement rather than a single timetable applied to everyone. An app provides information about daily activities and care, alongside the child's educational plan, allowing parents to connect day-to-day updates with longer-term learning.

In February 2026, babies sought comfort from familiar adults and formed close relationships through the key-person arrangement. Practitioners respected privacy during nappy changes, while visual prompts helped older children communicate feelings. A self-care station, equipped with a mirror and tissues, encouraged children to clean their faces and noses, dispose of tissues and wash their hands. Independence was practised in small, usable steps.

Inclusion and Wellbeing

At the February 2026 inspection, Ofsted found that children, including those with SEND or other barriers to learning, progressed very well, with closely tailored support and effective key-person relationships. The detail behind that finding matters: in February 2026, the special educational needs coordinator met key persons regularly, staff adjusted resources and the environment, and practitioners worked with parents and other professionals, including supporting families at professional meetings.

Staff also learnt about children's home languages and customs at that time. Parents received updates about progress and could discuss the next stages of learning. A book-lending library supported reading at home, while home-learning bags and school-readiness information sessions helped families prepare for the move to school. This was preparation through shared activities and guidance.

Seasonal lunches and snacks are served daily, with support for babies' weaning and adaptations for dietary requirements. Autumn/Winter and Spring/Summer menus provide the seasonal structure.

Sessions and Attendance

Opening hours are 8am to 6pm, Monday to Friday. The nursery opens for 51 weeks each year and closes for bank holidays and over Christmas, so families planning care across the year need to account for those breaks.

Getting There

The address is Brightfield Business Hub, Bakewell Road, Orton Southgate, Peterborough, PE2 6XU. New-parent enquiries can be made through the nursery's contact form or by calling 0800 699 0044; the form includes the intended start date and requested sessions.

• Babies outdoors. In February 2026, outdoor teaching needed development, especially for babies, and a dedicated area was planned. On a visit, ask to see how babies now use the garden and what activities are planned for them.
• Mealtime transitions. In February 2026, recently changed routines still left some children waiting too long, leading to restlessness and disruption. Ask how staff now keep children occupied and supported while meals are organised.
• Individual settling. Settling periods are tailored to each child. Discuss how the arrangements would work around your baby's routines and how the transition would be reviewed.

For families who value practical outdoor play and links with the surrounding community, Orton Southgate has clear appeal. It also merits consideration by parents seeking individual settling arrangements and close communication about care and learning. The February 2026 findings give the strongest support to relationships and inclusion; the two improvement priorities make babies' outdoor experiences and mealtime organisation sensible deciding points.