Small World Nursery

Tiny Stars, Little stars, Rising Stars and Shooting stars give Small World Nursery a clear progression from baby care to preschool. Known locally as The Rookeries, this Whitworth setting is on Market Street at Healey Corner. It has capacity for 55 children and accepts children aged three months to five years.

At its March 2025 inspection, Ofsted rated the nursery Good overall and found safeguarding effective. The strongest examples of its character came through stories, conversation and practical exploration: children linked a familiar book with preparing fruit, while a question about sunlight led to drawing shadows outdoors. Learning had tangible connections to children's interests.

There were also two clear improvement priorities: keeping older children engaged through better adjustments to activities and surroundings, and responding sooner when children needed help with frustration. Those points matter alongside the positive judgement, especially for families considering the preschool room.

Rooms and Ages

Tiny Stars accommodates babies from three months to approximately 15 months in a separate room, giving the youngest children their own space within the nursery.

Little stars takes children from approximately 15 months to two years and works closely with the baby unit to support room transitions.

Rising Stars serves two- to three-year-olds, with an emphasis on creative play and exploration that gives toddlers opportunities to investigate and try things.

Shooting stars is the preschool room for children aged three and above, where planning aims to extend children's understanding, skills and confidence according to their individual development.

The approximate boundaries between the youngest rooms leave some flexibility around the move from baby care. For parents, the useful distinction is between a child's age and their readiness for the next room: the transition arrangements deserve as much attention as the age bands themselves.

Learning and Activities

The early years foundation stage provides the framework for learning and care. In March 2025, its practical expression included investigating shadows, talking about books and counting fruit while preparing a snack. These examples connect language, number and discovery with activities children can understand and take part in.

Stories were a substantial part of the nursery day in March 2025. Children discussed how books were put together, including the roles of an author and illustrator, and remembered familiar tales. After reading The Very Hungry Caterpillar, they prepared fruit and counted the pieces. That makes the book relevant beyond listening time, with an opportunity to handle food and use numbers.

Conversation also shaped exploration. In March 2025, a child's question about shadows prompted a scientific explanation and an outdoor drawing activity. Staff repeated phrases during conversations so children could hear how exchanges worked. For a parent interested in language development, these are concrete examples of how talk entered ordinary play.

Engagement was less consistent for some older children at that time. Activities and surroundings were not always adjusted quickly enough when interest faded; some children then threw objects or knocked them together, making the room noisy and interrupting concentration. The practical issue is how staff recognise that a child needs a different task or more support to stay involved.

Relationships receive attention in the move between the baby unit and Little stars. Practitioners work on trust with individual children, while Little stars works closely with the baby unit to support room transitions. This gives families a clear care question to explore: how familiar adults help a child settle into their next stage.

In March 2025, babies explored water by squeezing sponges and splashing in a tray, with adults using reassuring speech and expressions alongside them. Children were also encouraged to attempt care tasks independently. The combination gives a picture of practical care that includes both comfort and opportunities to do things for themselves.

At the March 2025 inspection, Ofsted found that children with special educational needs and/or disabilities were included, that staff used targeted plans when learning gaps emerged, and that information sharing with families, other settings and external agencies supported progress. Current support arrangements include an inclusion support teacher and collaboration with specialist professionals who advise the nursery and parents. Families are encouraged to discuss concerns when their child joins, helping that collaboration begin early.

Emotional support was one of the March 2025 improvement priorities. Some children became frustrated while waiting for lunch or for a group activity to end, and adults did not always intervene promptly enough to help them manage those feelings. This is a useful point to examine during a visit because it concerns the everyday pauses between activities, as well as the activities themselves.

The Golden Grin award recognises participation in an initiative addressing tooth decay and unhealthy eating habits in young children. It gives families a named health scheme to discuss alongside their child's care routines.

Small World Nursery is at Market Street, Whitworth, Rochdale, OL12 8RW, near Healey Corner. The Whitworth telephone number is 01706 359768, providing a direct enquiry route for this setting.

Opening hours are 8am to 5.30pm, Monday to Friday. The nursery operates across the year, closing for bank holidays and one week at Christmas. That closure pattern matters for families whose working arrangements continue through the festive period.

In March 2025, the nursery provided funded early education for children aged two, three and four. This is a dated account of participation, rather than a promise of eligibility or a particular funded attendance arrangement.

• Preschool engagement. In March 2025, older children were not always kept absorbed in purposeful play when activities needed adapting. During a visit, look at how staff respond when interest fades and how they help children return to an activity.
• Waiting and emotions. The March 2025 findings highlighted delayed support when children became frustrated around lunch or group activities. Explore how those pauses are organised and how adults respond to an unsettled child.
• Planning attendance. Year-round opening includes bank-holiday closures and a Christmas break, while funded education was part of the March 2025 provision. How would the nursery arrange your child's booked attendance and funded hours, including any meal or consumables costs?

Small World Nursery suits families seeking care from infancy through preschool, with separate baby space and an explicit progression between age groups. The March 2025 examples of book-linked activities, conversation and practical investigation give substance to its Good judgement. Inclusion arrangements also provide a concrete basis for discussing an individual child's needs.

The decision deserves closer attention for older children: sustained engagement and timely emotional support were the two improvement priorities. Families comfortable with the weekday opening window and annual closure pattern have a clear starting point, while a visit should concentrate on how the preschool day now handles changing interests and waiting times.