Brock House Day Nursery

Brock House Day Nursery

Unique reference number (URN): EY464738 Address: Brock House Day Nursery Ltd, Vilberie Close, Norton Fitzwarren, TAUNTON, Somerset, TA2 6RS Type: Childcare on non-domestic premises Registered with Ofsted: 18/07/2013 Registers: EYR Registered person: Brock House Day 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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Achievement Expected standard

Children are generally developing the knowledge and skills they need across all areas of the curriculum. In particular, children show they are developing their language and communication skills, though they are not yet using a wide range of mathematical language in their independent play and during adult-led sessions. Older children speak confidently during their morning welcome session. They ask questions and show concern when their friends are absent. Younger children join in with well-known phrases from stories. Babies are curious and keen to explore their environment. They learn to walk, climb, and develop their physical skills. For example, babies confidently and independently use the small slide. Children are learning how to mange their self-care needs ready for school. Older children know the sequence for washing and drying their hands ready for lunch. They do this without needing support. This prepares children well for school.

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Behaviour, attitudes and establishing routines Expected standard

Staff use positive and reassuring language as they interact with children. Staff have high expectations of children's behaviour. Children listen well to staff and follow instructions. Babies happily pack away their toys when staff let them know it is tidy-up time. Children are kind and thoughtful towards their friends. For instance, children notice others playing next to them and invite them to join in. Staff notice these interactions and praise children for showing kindness. This helps children develop their social skills and helps them feel valued and part of the nursery family.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes towards their learning. They enthusiastically try activities and enjoy using the authentic resources staff provide. For example, children chat to each other as they investigate how a pasta maker works. Children typically show they are familiar with most of the setting's routines. For example, they transition smoothly between activities. Some routines are not yet consistently embedded and children are not always reminded to stay in their seats when they eat.

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Behaviour, attitudes and establishing routines Expected standard

Staff listen to children's views and give children choices. In turn, children show respect for staff, each other, and their environment. Children, including toddlers, wait patiently for their food to arrive. They take turns to wash their hands as part of their lunchtime routine. Staff prioritise teaching children how to look after toys and resources. As a result, even the youngest children handle books carefully. Leaders and staff share policies and updates with parents to understand the importance of their child's regular attendance.

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Curriculum and teaching Expected standard

Leaders and staff have designed an ambitious curriculum. Staff deliver the learning programmes well. They plan a variety of exciting activities that support all areas of learning and ensure the environment supports all children's learning. For example, staff provide babies with the appropriate space, motivating resources and the positive encouragement they need to learn to walk, climb and develop their physical skills. However, focused group activities do not always fully meet all children's learning needs. When children are being taught in mixed-age groups, staff do not consistently focus their teaching to build on each child's knowledge and understanding.

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Curriculum and teaching Expected standard

Staff focus on developing children's communication and language skills. They use a range of teaching strategies to develop children's vocabulary and help them become confident communicators. Staff encourage children to listen to each other's thoughts and views and to ask questions. Older children speak confidently during their morning welcome session and ask questions, showing concern when their friends are absent.

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Curriculum and teaching Expected standard

Support for children who are disadvantaged and those with special educational needs and/or disabilities is effective. Staff give these children additional support during group times and use visual timetables and photos to help children make choices about what they want to play with. This helps all children make progress from their starting points.

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Inclusion Expected standard

Typically, staff adapt the curriculum and teaching to meet children's individual needs. They understand the importance of identifying needs early. Staff use effective assessment processes to help them identify any gaps in children's learning. They follow advice from other professionals to help children with special educational needs and/or disabilities, and other barriers to learning meet their next steps and make continual progress. For example, staff implement recommended teaching strategies to support children who need help with their focus and listening skills. Children are supported to use the additional equipment and tools they need to help them take part in all learning opportunities. For example, staff use sign language and key objects to help children who find communicating their needs difficult.

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Inclusion Expected standard

Leaders understand when additional funding is required to support children who are not making expected progress with their learning and development. Leaders communicate with staff and parents to ensure funding is used effectively to target each child's individual needs. Staff ensure equipment is adapted and use specific resources to help children access all aspects of the curriculum. This inclusive approach supports continuity in children's care and teaching and ensures children are ready for their next stage of learning.

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Children's welfare and wellbeing Needs attention

Procedures for safer eating are not consistently implemented. Children are not suitably supervised while they eat. At times, children wander around the setting while eating. This does not promote children's welfare or help them develop safe eating habits.

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Children's welfare and wellbeing Needs attention

Relationships between children and adults are caring and positive. Children quickly form bonds with their key person, who takes time to understand and meet each child's individual needs. Staff who work with babies communicate regularly with parents to ensure consistency with children's eating, sleeping and personal care routines.

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Children's welfare and wellbeing Needs attention

Children's mental health and wellbeing is prioritised. Staff are sensitive to each child's background. They ensure different strategies are in place for children who face, or have faced, personal, emotional, or social challenges. Individual or small group sessions are used to teach children the skills they need to interact and play with others. Staff use 'family photo books' to help children manage their emotions when they become upset or overwhelmed. This calms children and helps them to feel valued and cared for. Staff work closely with parents at every stage and help parents with school applications and preparing their children for school.

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Children's welfare and wellbeing Needs attention

Leaders and staff have recently made changes to their menu. They are passionate about providing children with healthy, balanced and nutritious meals. There are plans to extend this to include changes to the nursery's policies and procedures to teach children and families about the importance of oral health.

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Leadership and governance Needs attention

Leaders have not identified that procedures to ensure children are safe when they are eating are consistently followed. This means that children are not always adequately supervised when eating, as required by the early years foundation stage statutory framework.

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Leadership and governance Needs attention

Leaders are knowledgeable about their local community. They are reflective and adapt their policies and practices to meet the needs of the children and families who attend. Leaders have high expectations of staff, and support them to make a positive difference to children and families. Since the last inspection, leaders and staff have focused their training on designing and implementing a curriculum that encourages children to be curious learners. Leaders give staff responsibility for improving specific areas of the nursery's provision. For example, staff lead areas such curriculum design, healthy lifestyles, and the support for children with special educational needs and/or disabilities. Leaders are mindful of staffs' workload and wellbeing and manage this well.

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Leadership and governance Needs attention

Partnerships with parents are positive. Leaders work with parents to involve them in their children's care and education. Regular meetings, detailed daily handovers, and the use of digital communication ensure families have the support they need at important times of their children's development. Leaders understand the different barriers children face to their learning. They take swift action to address these barriers. This includes making referrals to other professionals, and supporting parents when they require support to making school applications.

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

Children enjoy their time at the nursery. They readily engage in play, learning, and conversations with staff and each other. This shows that they feel safe and settled. Children develop close bonds with their key person and go to them for cuddles, reassurance, and to share experiences and ideas. This helps children to develop the confidence they need to take part in the different play opportunities staff provide. For example, babies confidently explore the room and show great pleasure in sharing books with staff. Toddlers enthusiastically sing nursery rhymes as they get ready for lunchtime. Children are encouraged to make decisions and choices about their learning. Older children choose to take part in a music-and-movement session to start their day. They smile as they energetically move their bodies in time to the beat of the music.

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

Children engage in a wide variety of activities throughout the day. This helps them develop a broad range of skills and knowledge. The environment and activities are mostly carefully planned to motivate children to explore, show curiosity and be creative in their play. For instance, children enjoy mixing foam and sand to create 'cement'. They concentrate well and use their developing problem-solving skills as they use the mixture and wooden blocks to build towers. Group activities are not always well planned to ensure the teaching builds on what children already know and can do, and some children's learning needs are not met.

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

Older children demonstrate they are ready for school. They independently serve their own food, pour their drinks, and clear away their plates at lunchtime. However, there are times when children are not appropriately supervised while eating. Children occasionally leave their table while they are still eating. This does not promote safer eating habits for children.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following action by the assigned date:

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, children, and parents during the inspection.

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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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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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Address:

Brock House Day Nursery Ltd, Vilberie Close Norton Fitzwarren TAUNTON Somerset TA2 6RS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Brock House Day Nursery 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 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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