Bramble Brook Pre School

Bramble Brook Pre School

Unique reference number (URN): 2750871 Address: St. Johns Church, Devonshire Drive, Mickleover, DERBY, DE3 9HD Type: Childcare on non-domestic premises Registered with Ofsted: 23/12/2023 Registers: EYR Registered person: Bramble Brook Pre School CIO

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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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Children's welfare and wellbeing Strong standard

Staff always have children's welfare and emotional wellbeing at the centre of everything they do. They build warm and trusting relationships with children. Leaders and staff create a purposeful and calm environment, where children demonstrate they feel safe, secure and valued. Children seek support when needed, showing the positive and supportive relationships they have with staff.

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Children's welfare and wellbeing Strong standard

Leaders recognise the importance of nurturing children's emotional development and resilience. They support children to recognise and express their emotions, and regulate their behaviour. This approach is particularly effective for children with special educational needs and/or disabilities (SEND), who benefit from consistent strategies and predictable routines. Staff promote children's physical development through daily energetic play. They use the outdoor space creatively and use equipment inside to enable children to develop their larger muscles. Staff support children to be independent and to manage their self-care from a young age. For example, children take themselves to the toilet as soon as they are able. Children with SEND manage their own self care as they blow their own noses and throw away their tissues. Leaders have close and supportive relationships with parents and carers promoting continuity of children's care. As a result, children thrive in an environment that

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Children's welfare and wellbeing Strong standard

supports their emotional and physical wellbeing.

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Inclusion Strong standard

Leaders and staff are passionate about making a difference to the lives of all children, including those with special education needs and/or disabilities (SEND). Leaders and staff use their rigorous assessment of children's progress to quickly identify when children may need additional support. They work closely with parents and carers to ensure they have a complete picture of all children and take positive action to address any gaps in children's development. They are proactive in seeking advice from other agencies and the local authority to gather support for children. Staff use any advice and support to the benefit of children and regularly implement strategies that support children's development. For example, staff use daily small group sessions to extend children's communication and language skills.

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Inclusion Strong standard

Children with SEND are incredibly well supported, as staff use a variety of strategies to support their needs. Leaders and staff go above and beyond to ensure all children get the support they need. For example, they meticulously plan activities tailored to children's individual needs. They consistently use a variety of visual aids to aid children to develop their communication skills. As a result, all children are able to effectively express their needs and feelings. Leaders make effective use of early years pupil premium funding. For instance, they have introduced music and dance sessions to support individual children's physical and creative skills.

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Leadership and governance Strong standard

Leaders are committed to providing high-quality care and education for all children including those with special educational needs and/or disabilities (SEND). Leaders and staff ensure they know families well so that they can meet chldren's needs fully to support children to thrive. Leaders act swiftly to help parent access funding and use their deep knowledge of children to seek additional support from outside agencies. This positively removes any potential barriers to children's progress and supports children's ability to thrive. For example, they adapt the environment to facilitate children with SEND who need walkers to support their physical development.

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Leadership and governance Strong standard

Staff's wellbeing and workload are a priority for leaders, and the small staff team work supportively together. Leaders ensure staff have time to plan for children's learning to reduce the pressure of their work. Leaders effectively support staff through regular meetings, and training. They focus training on each staff member's needs. For example, each member of staff has an individual target to improve their teaching. They also have a team target which is differentiated for individual staff to make it meaningful. Leaders are aware of the strengths of the staff team and support some staff to improve their interactions with children, however this is not yet embedded. Leaders monitor the effectiveness of the support planned for children with SEND. Their careful monitoring ensures partnership working with outside agencies is highly effective.

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Achievement Expected standard

Children are well supported to make progress from their individual starting points, including children with special educational needs and/or disabilities. All children develop their communication and language skills. Young children learn new vocabulary for naming objects as they play alongside staff. Older children share their own thoughts as they talk about stories.

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Achievement Expected standard

Children are fascinated by messy play opportunities and focus their attention well as they pour water and fill moulds with sand. Young children develop their small muscles as they roll dough and make patterns with different tools. Older children enjoy dance and moving to music as they learn to control their bodies. Young children learn to share, take turns and develop their independence as they tidy away their plates after snack. Older children start building relationships with their friends as they learn to play together. Children are becoming curious, confident and capable learners, who are well prepared for school when they are ready to transition. They become increasingly able to approach new challenges with confidence and independence.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff work effectively to create a calm and nurturing environment in the pre- school. They have warm and trusting relationships with children. This promotes children's confidence and resilience to try new learning. Staff model good manners and have clear expectations of children's behaviour. However, there are times when some staff do not provide children with clear explanations as to why certain behaviours are expected. For example, staff remind children about listening as they enjoy singing sessions but do not always explain why this is important. As a result, some children do not fully understand the impact of their actions, which can affect how they learn to manage their own behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children with special educational needs and/or disabilities effectively, making adaptations to activities and routines to reflect children's understanding. For example, they manage changes to routine by using visual aids, such as now and next pictures showing children what they are doing now and what they will be doing next. Staff adapt their expectations of children's behaviour to reflect children's age and stage of development.

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Behaviour, attitudes and establishing routines Expected standard

Children learn how to develop friendships with their peers. They engage in imaginative play and invite their friends to join in with their play. Staff model co-operative play as they encourage children to take turns to operate the till for the shop.

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Behaviour, attitudes and establishing routines Expected standard

Leaders recognise the importance of regular attendance to support children to understand the routines at pre-school. They work well with parents to enable a positive sharing of information and openness.

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Curriculum and teaching Expected standard

Leaders and staff implement a broad curriculum that supports children's learning across all areas of development. They utilise children's interests to plan activities that children enjoy and find engaging. For example, children focus their attention well as they scoop and squish cornflour and explore how it moves and feels. Staff assess what children are able to do and have an accurate view about what children need to learn next. However, at times staff do not use their interactions with children to fully extend children's abilities and learning as they play. For example, staff do not consistently use questions to challenge children to think for themselves.

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Curriculum and teaching Expected standard

Leaders accurately evaluate the curriculum that is being delivered and identify areas to improve further. For example, they have provided training for staff to increase the range of physical activities available for children. Leaders and staff have introduced physically active music sessions using percussion instruments.

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Curriculum and teaching Expected standard

Leaders effectively support staff to identify areas where individual children require specific support. They use small group activities to support children's communication and language skills. Children, including those with special educational needs and/or disabilities, benefit from targeted support using visual prompts. Staff use games to support young children to practise using their friends' name before they roll a ball to their friend. Staff model new vocabulary as they talk about patterns children create in play dough. They provide a range of tools to support the development of children's small muscles as they cut shapes out of dough. Staff praise children's achievements to increase their self-esteem and confidence, enabling them to become keen to learn.

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

Children arrive happily and thrive at this welcoming, and inclusive setting. Leaders and staff have extremely high expectations of all children. Children, including those with special educational needs and/or disabilities (SEND), arrive eager to start their day. They independently hang up their coats and find a photograph of themselves so they can register their own attendance. They confidently leave their parents and quickly settle as they see familiar staff and talk about what they would like to play with. Children build secure attachments with staff who provide lots of reassurance and praise to support children's self- esteem and confidence. Children confidently explore the environment and select resources to facilitate their own play ideas. For example, children choose different resources from the craft trolley and take them to the table themselves to make their own pictures. Staff talk to them about the pictures they create, developing their communication and language skills.

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

They introduce new words clearly and wait for young children to repeat them.

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

Children know what is expected of them as staff have clear expectations. Staff use visual cues to support children's understanding of what is happening now and what will happen next. This supports children to anticipate what will happen throughout the day. Consequently, children demonstrate they feel valued and part of the group. Leaders and staff work effectively with parents to ensure children's needs are met and additional support is sort where required. Leaders understand the importance of attendance and work flexibility with parents to help children attend regularly.

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

Staff understand what children can do and what they need to learn next. They provide engaging and age-appropriate play that reflects children's needs and interests. Children, including those with SEND, make good progress from their starting points. Children throughout the pre-school develop a love of books and stories. Young children happily sit with staff and look at picture books, learning to turn the pages to find out what is going to happen next in the story. Older children enjoy listening to short stories read enthusiastically by staff. They are eager and capable of discussing what is happening in the story. Children are well prepared for their eventual move to school as they learn to listen to stories in small groups and take turns to answer questions.

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Next steps

Leaders should continue to support staff to build on the quality of impactful interactions with children to consistently extend their learning.

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Address:

St. Johns Church, Devonshire Drive Mickleover DERBY DE3 9HD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bramble Brook Pre School CIO

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. Leaders should strengthen staff practice to provide children with clear and consistent messages to develop their understanding of behavioural expectations.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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. This data is from 10 June 2026

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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. 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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