Brookdale Day Nursery Ltd

Brookdale Day Nursery Ltd

Unique reference number (URN): EY356272 Address: Hala Road, Lancaster, LA1 4QJ Type: Childcare on non-domestic premises Registered with Ofsted: 15/08/2007 Registers: EYR, CCR, VCR Registered person: Brookdale Day Nursery Ltd

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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 Expected standard

Children make steady progress from their starting points, particularly in communication and language. Babies begin to use early words with purpose, such as saying 'go' when playing with toy cars, showing anticipation and early turn-taking as they wait for their turn. As children move through the setting, they build on this foundation. Older children talk confidently at lunchtime. For example, they confidently explain that cottage pie is made with beef and share their preferences, demonstrating growing descriptive vocabulary and reasoning.

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Achievement Expected standard

Children who begin with delays in areas such as mobility or social interaction steadily grow in confidence. Over time, they move around their rooms more securely, join group activities with increasing ease and use words or gestures to express their choices. As a result, by the time they leave, most children have developed the language, confidence and independence they need for their next stage of learning, including starting school.

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Curriculum and teaching Expected standard

Leaders and staff create a sequenced curriculum that supports children's development across all areas of learning. Staff know what children need to learn first and how learning builds over time. Regular debriefs and peer observations help staff refine their practice. Teaching is adapted so all children can take part. For example, staff offer smaller-group interactions and closer adult support when needed, helping children with special educational needs and/or disabilities to stay involved and make steady progress.

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Curriculum and teaching Expected standard

Communication and language are prioritised. In the baby room, staff model simple words during sensory play. Toddlers hear and use new vocabulary during hands-on activities, such as dough or water play, which also strengthen early physical skills. In the pre-school room, staff ask open questions that encourage children to share ideas and talk about their thinking.

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Curriculum and teaching Expected standard

Mathematical language and knowledge is introduced through daily play. Toddlers explore size, shape and capacity when building or filling containers. Older children begin to recognise how quantities change during shared tasks. These experiences also support children to work with others, take turns and build confidence in their learning.

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Inclusion Expected standard

Leaders work effectively with a range of professionals, including inclusion teams, health visitors and communication specialists, ensuring that support is timely and well coordinated. Staff identify emerging needs promptly through focused observation, particularly in areas such as communication, social interaction or physical development. When concerns arise, they adjust routines so that children can participate alongside their peers, for example, by shortening group times or offering quieter spaces. Leaders use additional funding purposefully to enhance the progress of children who qualify, directing it towards targeted resources that strengthen engagement, communication and emotional regulation.

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Inclusion Expected standard

Staff use well-chosen strategies, such as simple signing, 'now and next' prompts and sensory tools, to help children with special educational needs and/or disabilities (SEND) follow routines and take part in shared activities. These adaptations support children to regulate their feelings, stay engaged and access their favourite play safely. Although key- person arrangements are not consistently embedded, staff make thoughtful adjustments that help children with SEND and those with emerging needs to be included meaningfully in daily routines. As a result, these children sustain engagement, feel supported alongside their peers and make steady progress from their starting points.

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Leadership and governance Expected standard

Leaders consider staff wellbeing and workload carefully when making decisions and have streamlined expectations so that staff can focus their time on supporting children. Safer recruitment procedures are robust, with thorough suitability checks and a structured induction that helps new staff understand their responsibilities from the outset. Staff feel supported through regular debriefs, peer observations and action plans, which provide opportunities to reflect on practice and seek guidance. In addition to mandatory training, staff access targeted professional development, such as behaviour support, which is strengthening both practice and outcomes for children.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the setting's strengths and the aspects that require improvement. They maintain positive partnerships with parents and respond promptly to concerns, while acknowledging that communication about learning and wellbeing is not applied consistently across rooms. Leaders now recognise that hygiene routines and the key-person system are not implemented reliably and understand that greater consistency in these areas is essential to improving children's welfare and emotional security. Leaders acknowledge that greater coherence across the provision is needed so that children's experiences are more consistently supported.

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Behaviour, attitudes and establishing routines Needs attention

Key-person arrangements are not always secure during transitions, meaning that children do not consistently experience the same behavioural expectations or routines as they move to new rooms. Furthermore, information-sharing with parents about routines and next steps is also inconsistent. Some parents understand what their child is working on, while others are unsure how to support independence or behaviour at home. Despite these weaknesses, children remain curious, willing to try new things and keen to participate.

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Behaviour, attitudes and establishing routines Needs attention

Routines support most children's physical and emotional needs. Staff help children manage transitions between activities by using simple visual prompts and clear explanations. Many children are beginning to recognise and express their feelings. Staff name emotions, such as 'worried' or 'excited', to help children to understand and control their responses.

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Behaviour, attitudes and establishing routines Needs attention

Children behave well and show positive attitudes to learning. They join in with songs, wait for their turn and respond to simple instructions. Staff help children to share resources and use language to resolve small disagreements, supporting cooperation and early self-control.

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Children's welfare and wellbeing Needs attention

Leaders do not yet have a consistent oversight of the key-person system to ensure that children's emotional wellbeing needs are met at all times. For example, some children are not allocated a named key person in a timely manner, particularly when they move rooms. Children do, however, receive warm, responsive care and build trusting relationships with staff. Babies are comforted sensitively, and staff notice when children need reassurance or a quieter space to settle. Staff respond calmly to children's cues, for example, offering a familiar toy or sitting alongside them until they feel secure.

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Children's welfare and wellbeing Needs attention

Care practices that promote healthy living vary. Some staff talk to children about keeping warm in winter, but this is not reinforced consistently across the setting. In addition, routines that support children's wellbeing are not applied consistently. While children know to wash their hands before meals, they receive mixed messages about other hygiene practices. Some staff remind children to wash their hands after using tissues, while others do not. These inconsistencies mean children do not reliably develop healthy habits. As a result, children do not all develop secure awareness of how to look after themselves.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children form warm and trusting relationships with staff and often seek them out for reassurance or help. These interactions contribute to children feeling settled and secure. However, because the key-person system is not implemented with consistent reliability, some children experience less continuity of emotional support when moving between rooms. In addition, hygiene routines also vary. While some children are supported to wash their hands at appropriate times, others receive less consistent guidance. This means children do not always develop the secure, healthy habits that should be reinforced through daily practice. Children arrive ready to start their day and settle quickly as staff greet them warmly and understand their individual routines. Babies show interest and enjoyment as adults sing familiar action songs. They join in with simple counting and anticipating what will happen next. As they grow in confidence, younger children practise early independence, such as

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

collecting their cups, attempting to pour drinks and moving between activities with gentle encouragement.

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

Children are curious and enjoy exploring the varied experiences available to them. In messy play, adults describe textures, colours and animals, which helps children build early vocabulary as they squeeze and scoop different materials. In the sensory room, children search for objects and repeat words, such as 'soft' and 'bumpy', supported by adults who model clear language. Small-group activities help children learn to listen, take turns and communicate with others.

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

Outdoors, children move with purpose. They ride wheeled toys, practise climbing and respond to simple road-safety prompts like, 'Stop, look and listen.' Some children notice vegetables growing in the orchard area and talk with adults about how food helps their bodies to grow. These opportunities support their physical development, communication and readiness for future learning.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Brookdale Day Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this inspection

The inspector spoke with leaders, practitioners, parents and children 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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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 standard 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 standard 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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