Rectory Lane Nursery

Rectory Lane Nursery

Unique reference number (URN): EY459663 Address: Easthampstead Community Centre, Rectory Lane, Bracknell, Berkshire, RG12 7BH Type: Childcare on non-domestic premises Registered with Ofsted: 23/04/2013 Registers: EYR Registered person: Rectory Lane Nursery 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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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff create a purposeful environment by establishing and consistently reinforcing clear behavioural expectations. They build strong, trusting relationships with children, enabling them to notice and respond to each child's engagement and emotional wellbeing. Staff actively encourage children to collaborate and interact respectfully, consistently modelling positive behaviour. They guide them to listen, take turns and, most of the time, participate in group activities.

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Behaviour, attitudes and establishing routines Strong standard

Leaders place a high priority on children's attendance and punctuality. They contact parents directly whenever children are absent to ensure safety and promote regular participation in the curriculum. Staff carefully tailor their approach to each child's age, developmental stage and individual needs, embedding routines and timings that maximise engagement and foster a sense of security. By employing these targeted strategies, staff promote inclusive interactions, emotional resilience and a strong sense of belonging. As a result, all children, including those with additional needs, meet expectations and thrive in this setting. Staff's vigilant, responsive approach ensures that children's wellbeing remains central to everything they do. Their actions actively shape a nurturing, positive learning environment where every child feels valued and supported. This active and consistent approach enables the setting to

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Behaviour, attitudes and establishing routines Strong standard

deliver high standards of behaviour and personal development.

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Children's welfare and wellbeing Strong standard

Typically, staff promote children's physical development, health and wellbeing by embedding healthy routines and maintaining vigilant oversight. Key persons form secure relationships with each child, enabling prompt responses to changes in behaviour or wellbeing and supporting children's emotional security. Staff encourage daily outdoor play, facilitating the development of physical skills, independence and risk management. Children confidently access and explore the outdoor environment, demonstrating high levels of engagement and enjoyment.

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Children's welfare and wellbeing Strong standard

Staff communicate clearly, and they frequently praise children, recognising and assisting those who need extra help to follow instructions. Through immediate guidance and encouragement, staff nurture independence and deepen children's understanding of personal care. High standards of hygiene are consistently modelled and reinforced, such as

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Expected standard

the correct use and disposal of tissues, helping all children to gain confidence and skills in managing their own personal care routines. As a result of these practices, children develop resilience, self-assurance and positive attitudes towards healthy habits. The secure relationships fostered between staff and children ensure swift responses to changes, supporting children's emotional security. Through their proactive approach, staff have a significant impact on children's development and wellbeing, evidenced by children's growing confidence, independence and resilience.

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Inclusion Strong standard

Leaders actively promote an inclusive environment by promptly recognising and assessing the unique needs of each child. They are committed to removing barriers to children's learning and wellbeing, employing timely and reasonable modifications and tailored strategies to ensure every child can fully access the curriculum. Children's progress is closely tracked, with support measures reviewed and adjusted as necessary to secure positive outcomes.

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Inclusion Strong standard

Leaders ensure all staff receive training to support them to continually assess, plan, implement and review their support for children. They provide tailored interventions that match the level of need, starting with classroom strategies and increasing support as necessary. Leaders allocate the early years pupil premium funding (EYPP) to purchase additional resources and targeted interventions for disadvantaged children. For example, they use EYPP to provide small-group language sessions, helping children develop communication skills and improve their outcomes.

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Inclusion Strong standard

Leaders work closely with families, specialists and external agencies to extend opportunities and ensure every child receives the support required to ensure they achieve and thrive. They track the progress of children with social care involvement rigorously and coordinate with relevant agencies to protect and promote children's wellbeing. As a result, children who face additional challenges receive targeted support to participate fully in the inclusive curriculum and make strong progress. Leaders' approach demonstrates high expectations for the achievement of every child.

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Achievement Expected standard

Overall, children demonstrate high levels of engagement, focus and motivation during indoor and outdoor activities. They listen attentively, respond thoughtfully and communicate their needs and ideas confidently in both group and individual situations. During group activities, some children learn to listen carefully and can distinguish between the sounds they hear. Children can identify and name different shapes they are presented with. Some children have support with this, showing how staff adapt to their needs. The children recall a familiar story with staff, showing how they are remembering more of what they have previously learned. Children experience daily outdoor play and develop independence. They learn how to identify and manage risk and develop resilience. All children, including those who are disadvantaged or children with special educational needs and/or disabilities, develop confidence and enjoy learning. They make positive progress in the skills and knowledge

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Achievement Expected standard

they need in readiness for their move to school, when the time comes.

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Curriculum and teaching Expected standard

Leaders possess a robust understanding of curriculum quality and teaching, enabling them to make effective decisions that drive ongoing improvement. They design a curriculum aligned with early years foundation stage, learning and development requirements, ensuring breadth, balance and inclusion for all children. At times, leaders do not notice when teaching for some children is not effective. Staff intentionally promote children's language and mathematical skills, embedding vocabulary and mathematical concepts throughout learning. Staff prioritise children's physical, personal, social and emotional development. They establish routines and activities that support children's wellbeing and resilience.

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Curriculum and teaching Expected standard

Staff know each child's starting points, including those who are disadvantaged. Staff usually monitor children's engagement closely and adapt their approaches swiftly, providing purposeful challenge and support, tailored to each child's needs. For instance, staff break down complex tasks into manageable steps, offer visual supports, or use small-group interventions to reinforce key concepts, ensuring children with special educational needs and/or disabilities or those requiring additional support make strong progress. They typically adapt their teaching through making reasonable adjustments to ensure every child can access and benefit from learning. Occasionally, staff do not notice some quieter children swiftly enough to support their learning. For example, during story time, staff do not actively include quieter children in the group activity, which limits their engagement and learning. This inconsistency can sometimes reduce children from fully accessing the rich curriculum

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Leadership and governance Expected standard

Leaders have a clear vision and provide effective strategic planning that is reflected in the positive culture across the setting. They have addressed their previously identified areas for development effectively. Leaders continue to focus on continuous improvement, particularly strengthening monitoring and evaluation systems and early identification of additional needs. Their drive supports ongoing development throughout the setting.

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Leadership and governance Expected standard

Typically, leaders and staff set high expectations and demonstrate unwavering commitment to every child. They drive continuous improvement across the setting. Leaders observe practice, identify staff enrichment opportunities and deliver focused coaching. As a rule, staff engage in ongoing training, reflect collaboratively and pursue targeted professional development.

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Leadership and governance Expected standard

The staff's consistent application of the leaders' vision for good practice leads to measurable improvements in children's engagement, motivation and achievement, ensuring all children are encouraged and supported to achieve positive outcomes. Leaders reinforce this practice through targeted training and strengthened systems, empowering staff to deliver high-quality interactions and maximise learning for every child, thereby securing positive outcomes for all. They maintain robust recruitment procedures, conduct thorough checks and provide comprehensive induction, ensuring high standards and alignment with the setting's ethos.

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

Children arrive at the setting eager to engage and learn. They are warmly greeted by staff, who know them very well and prioritise their individual needs. From the outset, children feel welcomed and secure. They form strong bonds with their key persons and their peers. Leaders actively promote the importance of attendance, embedding high expectations throughout the provision. They communicate clearly with families about the value of regular attendance and its direct impact on children's learning and wellbeing. Staff foster a culture of belonging where every child, regardless of their background or need, is recognised and valued. Families consistently praise the inclusive ethos, highlighting how leaders and practitioners show respect for diverse backgrounds, languages and cultures. This approach ensures children see their identities reflected in daily practice and feel part of a supportive community.

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

Children engage confidently in a wide range of purposeful activities, whether exploring outdoors, participating in creative sessions or joining group discussions. Staff plan learning opportunities that encourage children's independence, resilience and self-care. Staff adapt their approaches to meet the needs of children with special educational needs/and or disabilities (SEND) and children who speak English as additional language. Children benefit from clear and consistent routines that are embedded throughout the day, helping them feel safe, engaged and ready to learn.

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

Children make strong progress across all areas of learning. Leaders ensure that staff use assessment effectively to identify starting points and next steps, enabling children to build on prior knowledge and develop new skills. Children with SEND receive personalised support, which enables them to overcome barriers and achieve positive outcomes. Staff celebrate each child's achievements, fostering their self-esteem and a sense of accomplishment. As a result, children not only achieve well but also develop a strong sense of belonging and thrive in this setting.

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Next steps

Leaders should further enhance systems to ensure that staff consistently interact with all children to maximise learning opportunities, in particular during group activities. Leaders should regularly assess whether extended activities and differentiated teaching support all children, including those with additional needs, strengthening children's skills and enhancing learning even further.

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About this inspection

The inspector spoke to leaders, staff, 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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About this inspection

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

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Address:

Easthampstead Community Centre Rectory Lane Bracknell Berkshire RG12 7BH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rectory Lane Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 13:00

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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

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