Lake House Day Nursery

Lake House Day Nursery

Unique reference number (URN): 2757465 Address: 2 Lake Road, Westbury on Trym, Bristol, BS10 5HG Type: Childcare on non-domestic premises Registered with Ofsted: 31/10/2023 Registers: EYR Registered person: The Childcare Corporation Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Babies develop their communication and language skills very well as they sing songs and listen to stories read by staff. Older children explore and develop language regularly during their play, sharing ideas and using new descriptive vocabulary, such as during craft activities. Children use mathematical words and descriptions confidently during interactions with each other. They eagerly learn about quantity, shape and size. Older children develop secure relationships as they take turns and share with their friends. They particularly enjoy accessing the outdoor area, where they climb on wooden structures carefully, understanding the rules of how to keep themselves safe. Babies explore sand in low-level boxes. They develop their muscles as they are encouraged to pull themselves up to standing and reach out to explore new textures. All children are prepared very well for their future learning.

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Inclusion Strong standard

Leaders and staff have very high expectations for what all children, including those with special educational needs and/or disabilities (SEND) can achieve. Staff access training and qualifications that help them to confidently observe children and assess their progress. Children benefit from individual learning plans that help to ensure they receive the right support at the right time. Staff share this information routinely with each other which helps them swiftly identify signs that children may need targeted support. Staff make timely referrals to agencies and quickly incorporate the advice of specialist professionals into children's individual programmes. In addition, they work collaboratively with parents to share strategies that can be used at home to help children have consistent support in their development. This helps to ensure that all children, including those with SEND, make excellent progress from their starting points. The dedicated and committed staff team

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Inclusion Strong standard

collaboratively review the effectiveness of interventions to ensure that they make a demonstrable difference to children. Staff who have responsibility, diligently apply for additional funding from the local authority and external agencies. As children grow and develop, staff meticulously review the use of funding for adaptations and interventions. They make timely modifications to ensure that children are able to fully access the environment and every learning opportunity alongside their peers. This approach is highly impactful in helping all children to thrive.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations for children's behaviour and conduct. They set clear, age-appropriate rules and boundaries that positively impact on children's behaviour. Parents say that staff will call them if their child is absent to check the reason for the absence and offer support if needed. All staff have positive relationships with the children and help them to understand the routines of the day. Sometimes, such as during group and routine times, younger children appear disinterested and less engaged. This does not support children to have a consistently positive attitude to learning. Staff model a calm manner in their interactions with children. In turn, children are kind and helpful to their friends. For example, babies and young children are keen to help their friends to put on their bibs at appropriate times. In addition, when older children have slight accidental bumps, staff help them to understand that accidents happen and encourage them to look after one

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Behaviour, attitudes and establishing routines Expected standard

another. Children have warm attachments to their key person, helping them to feel settled and secure.

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Children's welfare and well-being Expected standard

Children confidently arrive and are keen to see their friends. They have warm relationships with staff and their peers, and children typically manage their emotions well. Staff show an interest in children, engaging them in conversations that are linked to their interests. Leaders have recently introduced a unique key-person system that incorporates three staff members who all have an equal understanding of each child and their progress. This helps all children to receive the support they need during staff holidays or absences. Children generally show that they feel safe and secure as they eagerly access the range of resources provided. Children have regular opportunities to play and explore outside and enjoy physical exercise. Staff provide opportunities to safely climb and navigate risks. For example, children are carefully monitored as they climb over a low fence and, when jumping, they learn how to land safely on the ground. Children cooperate with each other and show care

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Children's welfare and well-being Expected standard

towards their friends. Staff help children to think about how they can look after themselves to keep healthy. For example, older children are encouraged to think about what they would need to wear to keep warm and what they should eat if they were going on an adventure to the moon. Leaders evaluate the effectiveness of some routines, such as mealtimes and nappy changing, and are able to recognise where minor adjustments would support younger children even further.

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Curriculum and teaching Expected standard

Leaders provide an ambitious curriculum that has a positive impact for children. It is designed to focus on what all children need to learn, while also considering their interests. Leaders evaluate the effectiveness of the curriculum and make appropriate adjustments. Staff understand child development and know children well. They observe and assess children's progress regularly. Experienced staff have a secure knowledge of what children need to know and learn next. They typically use their knowledge of children's next steps to design activities. Staff read stories, sing songs and provide targeted interactions. This helps to support children's communication and language development. Staff use opportunities to share mathematical concepts with children. For example, as children play, they are encouraged to consider the size, shape and quantity of the resources they are using. When planning activities, staff work collaboratively to ensure that children who need additional

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Curriculum and teaching Expected standard

support are considered and that activities are adapted. Children engage in regular group activities. However, during some of these opportunities, the youngest children struggle to take part. At these times, children's individual listening and attention skills are not well supported.

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Leadership and governance Expected standard

Leaders regularly reflect on how well staff meet children's needs and are able to identify where changes may bring about further improvement. However, they have not identified some inconsistencies in how well some routines support younger children. A recent reorganisation of the room layout has improved accessibility while giving children more independence. Improvements are carefully planned and based on research, helping to ensure that any changes have a positive impact on children and staff. Leaders typically place an emphasis on staff development and wellbeing. Experienced staff say that they feel very supported to access continual training opportunities. Newer staff explain how they are given time within their working day to attend their studies. Staff are encouraged to share any learning from training with their peers. Staff who are new to the nursery receive nurturing support from a buddy. Leaders confidently support the staff team to ensure that all children,

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Leadership and governance Expected standard

including those with special educational needs and/or disabilities, receive targeted support, enabling them to access appropriate and carefully planned learning opportunities. Parents are keen to say how the nursery team has supported them, adapted the environment for their children and given them resources to use at home to support their child's learning.

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What it's like to be a child at this setting

Staff provide a warm and welcoming environment, spend time getting to know the children and build secure relationships. Children show that they feel happy and settled as they confidently leave their parents' side. Staff greet them individually and ask about their morning. Parents are invited to share any updates, which are noted and shared with other staff in the rooms. This ensures that everyone is aware of any additional support that children might need. Children show that they feel safe and secure as they eagerly access the range of resources provided. Staff use information gathered before children start, to plan individualised learning. Staff carefully monitor children's progress, enabling them to identify what children need to help them move on to their next stage of learning.

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What it's like to be a child at this setting

Children enjoy being in this welcoming and inclusive nursery. Leaders and staff have high expectations for what all children, including those with special educational needs and/or disabilities, can achieve. Children are aware of the consistent daily routines and participate

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Inspector:

Lin Harvey in them confidently. This helps to promote children's positive behaviour. The use of a song to indicate a change in routine helps to support the younger children to become familiar with what to do next. For example, staff and children sing a song as an indication that it is time for lunch. However, at times, group activities do not always provide children with experiences that enhance their learning and development.

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Inspector:

Children are well supported to develop their independence. For example, the nursery environment allows children to access resources and activities freely. Staff provide lots of opportunities for children to develop a love of books as they listen to stories together with their friends. Leaders place a high priority on developing an effective and robust key-person approach. This helps children to develop warm relationships and supports their emotional wellbeing.

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Next steps

Leaders should consider reviewing and adapting routines and group activities to help younger children remain interested and engaged.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs and/or disabilities coordinator and apprentices during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

2 Lake Road Westbury on Trym Bristol BS10 5HG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Childcare Corporation Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:45

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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