Redroofs Day Nursery & Pre-School

In November 2025, Books for Breakfast and Books for Bed gave Redroofs a recognisable emphasis: reading that connected nursery life with home. In November 2025, stories, sensory play and familiar key people shaped the day, while children helped create the rules they followed. Small acts of independence mattered too, including finding their slippers and putting them on.

At its November 2025 inspection, Ofsted judged behaviour, attitudes and routines a strong standard, the other assessed areas an expected standard, and safeguarding standards met. That is a report card with separate judgements, rather than an overall grade. Redroofs has capacity for 65 children, with an accepted age range of three to 60 months.

The early years foundation stage sets the requirements for children's learning, development and care, bringing play and everyday routines into their education. In November 2025, Redroofs used different spaces for creative activities and physical development, with staff preparing children before they moved between them. The layout gave children different kinds of activity within the nursery day.

Books for Breakfast and Books for Bed supported reading and vocabulary at nursery and at home that November. Babies explored sensory objects and listened to stories; practitioners added words to their play. Steps and ramps gave babies opportunities to practise balance, while older children explored weight and capacity through water and throwing games. Learning took a practical form.

Conversation worked differently across ages in November 2025. With babies, practitioners encouraged babbling, facial expressions and eye contact; older children had longer exchanges, answering questions and taking turns. Small circle groups gave older children practice in listening and waiting, bringing social skills into shared learning. Music and repeated songs helped children revisit what they were learning. For parents, these examples make the curriculum tangible: early communication involved responses between babies and adults, while older children had opportunities to listen to others and contribute their own ideas.

Outdoor water play also prompted conversations in November 2025. However, leaders were developing the outdoor curriculum to give children more physical challenge. This matters for families who place a high value on energetic outdoor play alongside the indoor activities.

In November 2025, familiar key people offered reassurance during changes of activity, nappy care and sleep. Children who had recently joined stayed near their key person when they needed comfort. Staff also helped children recognise their feelings, and toothbrushing followed meals as part of the routine.

At the November 2025 inspection, Ofsted found that children with special educational needs and/or disabilities received support adapted to their needs, with staff and external professionals working together to help them progress. Development checks, speech and language tracking, and collaboration with speech and language therapists were part of that month's practice. Advance notice before moving to another play space was one concrete way staff helped children manage change.

Support also involved practical resources in November 2025. Leaders worked with parents to access funding and additional help for children with special educational needs and/or disabilities, including visual aids and training associated with their use. Staff development included pairing less-experienced practitioners with more qualified colleagues, alongside training about autism and children's mental health. These arrangements give families specific points to discuss when considering support for their child: the resources used in daily activities and how staff learn to use them. The next step on teaching remained material alongside these existing arrangements.

The address is 338 Spring Road, Sholing, Southampton, SO19 2NX. Opening hours are 8am to 6pm, Monday to Friday, with year-round operation and closures for bank holidays and Christmas. The weekday opening window is useful for families planning care around work.

• Outdoor challenge. In November 2025, leaders were expanding opportunities for physical development outdoors. On a visit, look at how the outdoor spaces now challenge children at different stages.
• Teaching development. The November 2025 next step was stronger staff training, coaching and monitoring to improve curriculum delivery and teaching. Families should weigh this alongside the strong judgement for behaviour and routines.
• Attendance and costs. For care within the 8am to 6pm weekday window, ask which booking pattern fits your week and request a written quotation covering funded hours, meals and consumables.

Redroofs suits families seeking weekday, year-round care who value books, familiar adults and children's growing independence. Its November 2025 day combined reading with sensory exploration and practical learning. The balance is clear: behaviour and routines earned the strongest judgement, while teaching development and greater outdoor challenge remained priorities. Those are useful points to weigh against what your child needs most.