Mells Nursery

Mells Nursery

Unique reference number (URN): EY348568 Address: Mells Green, Mells, Frome, Somerset, BA11 3QE Type: Childcare on non-domestic premises Registered with Ofsted: 16/04/2007 Registers: EYR, CCR, VCR Registered person: Mells Nursery Committee

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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

Children progress securely and consistently through the curriculum, with communication and language developing very well. Those who began with limited vocabulary now speak with confidence, use a widening range of words and take part in sustained conversations with adults and peers. They remember and apply new knowledge over time. For instance, children confidently explain to others what a dam is after discussing the concept with staff and recreating their own dams during water play.

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Achievement Strong standard

Disadvantaged children and those with special educational needs and/or disabilities make sustained and strong progress from their starting points. Support is precisely targeted, skilfully delivered and embedded across daily practice so that all children access meaningful learning. Children are very well prepared for their next stage. They listen for extended periods, follow multi-step instructions with ease and manage routines such as tidy-up and snack time with self-assured independence.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive in an environment where clear, consistent expectations for behaviour are firmly established and fully understood. Staff model calm, respectful interactions, and children respond swiftly and confidently. During routines such as the register, children greet each other politely, count who is present and focus attentively, showing well-embedded habits that support their learning. Relationships between children and practitioners are warm, trusting and secure. Children collaborate with ease, take turns during games and show care for the learning environment. Staff apply expectations thoughtfully, taking account of children's ages, stages of development and individual needs so that all children can participate successfully. Adaptations are made seamlessly for children with special educational needs and/or disabilities, enabling them to meet the setting's high expectations.

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Behaviour, attitudes and establishing routines Strong standard

Leaders place an important emphasis on attendance. Same-day follow-up and sensitive work with families help maintain consistent routines that contribute to children's confidence and emotional stability. Throughout the day, transitions are smooth, purposeful and unhurried, helping children understand what comes next and why. As a result, children move through their day with assurance, positive attitudes and a confident commitment to joining in and contributing to the setting's community.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are promoted consistently through thoughtful, individualised care practices. Key-person relationships are secure and responsive, helping children feel safe, confident and ready to explore. Staff know children especially well and draw on detailed knowledge of their preferences and emotional needs. They use tools such as their 'What Makes Me Happy' recipe book to understand what supports each child to feel settled and regulated. Routines are calm, predictable and inclusive. The unhurried environment supports children to move confidently between activities and regulate their emotions, with staff modelling emotional language and providing reassurance when needed. Children benefit from rich opportunities to learn how to relax and manage their feelings. For example, daily peer massage and breathing activities help them reset and prepare for the afternoon, promoting emotional security and physical wellbeing.

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Children's welfare and wellbeing Strong standard

Care practices are adapted skilfully for individual needs, including for children with special educational needs and/or disabilities or those facing barriers to their wellbeing. Staff work closely with parents, such as supporting them with consistent routines at home and at the setting. This ensures that approaches are aligned and that children receive coherent, sensitive care between home and the setting. These strengths reflect a deeply embedded culture where children's welfare, safety and emotional development are prioritised, enabling them to flourish.

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Curriculum and teaching Strong standard

Leaders have a clear understanding of the quality of the curriculum and teaching. Their evaluation informs deliberate decisions that have refined a consistent and purposeful approach across the setting. The curriculum is well designed, and it builds from what children know and can do, with planned breadth across all areas of learning. It supports children to develop an emerging understanding beyond themselves as they are inspired by impressionist artists and take pride in producing their own paintings. Language development is highly prioritised. Practitioners model precise vocabulary, introduce new words meaningfully and create regular opportunities for children to develop communication across routines and play. Mathematical thinking is woven purposefully through the day, including counting, comparison and problem-solving for children who are ready.

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Curriculum and teaching Strong standard

Assessment is continuous and sharply focused. Staff check children's understanding and use this to tailor interactions and shape next steps in professional discussions. Staff support children's personal, social and emotional development through calm, intentional interactions that promote shared thinking and self regulation. Teaching is adapted skilfully for disadvantaged children and those who face barriers to their learning. Staff adjust their interactions to ensure that all children can participate fully and make progress.

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Inclusion Strong standard

Leaders create an inclusive culture where children's individual needs are identified accurately and early. When children start, staff complete home visits to build trusting relationships and understand each child's strengths and needs from the outset. Leaders use the graduated approach consistently, drawing on assessment tools to check progress and shape next steps. Staff receive targeted training so they can make skilled, in-the-moment adaptations that reduce barriers for children with language delay, those with special educational needs and/or disabilities and disadvantaged children.

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Inclusion Strong standard

Leaders ensure that strategic support is in place. They use speech screening to inform timely referrals and work closely with families and external professionals, reviewing the impact of support systematically through daily 'focus child' discussions and ongoing professional discussions between staff. This means that adaptations and reasonable adjustments continue to meet children's changing needs. Early years pupil premium funding is directed towards high-impact approaches, including focused one-to-one language sessions and targeted sensory resources. These strategies strengthen children's communication, confidence and engagement. Leaders persist when external information is delayed so that children, particularly those facing multiple barriers or known to children's social care, receive the coordinated support they need to make effective progress.

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Leadership and governance Strong standard

Leaders provide clear, principled direction that places children's best interests at the centre of all decisions. They know the setting well and evaluate practice thoroughly through daily professional dialogue and ongoing reflection, enabling them to maintain consistently high- quality provision and refine priorities over time. Governance arrangements offer effective oversight. The committee regularly supports leaders through annual appraisals that support accountability and continued professional growth.

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Leadership and governance Strong standard

Professional development is prioritised. Staff access high-quality training, such as on speech and language and in-the-moment planning, that leaders use to inform practice across the provision, strengthening staff expertise and consistency. Leaders also model reflective practice, using their curriculum principles and knowledge of child development to guide staff's thinking and secure cohesive, purposeful teaching. Partnership working is a significant strength. Leaders work tenaciously with external professionals, particularly when securing support or clear information that is required to ensure that children's learning and wellbeing are prioritised. They build trusting relationships with families and support them sensitively, recognising that strong collaboration improves children's outcomes. Leaders foster a positive culture where staff feel supported and valued. Supervision, daily communication and thoughtful workload management contribute to a stable, reflective team

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Leadership and governance Strong standard

focused on children's welfare and learning.

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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 spend their day absorbed in purposeful play, rich conversations and well-paced routines that support them to achieve very well. They show deep concentration during stories, songs and shared activities, eagerly joining in and using new vocabulary that staff introduce with clarity and intention. Children revisit ideas throughout the day, applying what they know in ways that show secure understanding. They count, compare and solve problems during everyday moments and develop confident physical control through games and outdoor exploration. Because staff know precisely what each child can do, they adapt their teaching skilfully so that all children, including those who are disadvantaged or have special educational needs and/or disabilities, make strong and sustained progress from their starting points.

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

Children experience a warm, inclusive community where they feel they truly belong. Familiar routines help them move through the day with assurance and independence. Staff greet families appreciatively and use unhurried conversations to understand what matters to each child, ensuring that parents' contributions shape next steps. Children play kindly alongside their peers, taking turns, collaborating and supporting one another. They take pride in meaningful roles, such as being the 'tiny teacher', which nurtures their confidence and helps them see themselves as capable contributors.

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

Children thrive within an environment where secure, trusting relationships are firmly established and consistently nurtured. Staff notice emerging needs early, respond swiftly and work closely with external professionals to remove barriers. Absence is followed up the same day, helping children maintain secure routines that support emotional stability. Children's uniqueness is consistently valued. Staff know their interests, strengths and sensitivities extremely well, and use these to create thoughtful opportunities where each

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Address:

Mells Green Mells Frome Somerset BA11 3QE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Mells Nursery Committee child's voice is heard. As a result, children feel safe, confident and ready to explore, flourishing within an environment that champions their wellbeing, individuality and success.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents and the nominated individual 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:15 - 15:00

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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