Becca's House Day Nursery

Becca's House Day Nursery

Unique reference number (URN): 2834269 Address: 2nd Easthampsted Scout Hall, Ringmead, Bracknell, RG12 8UF Type: Childcare on non-domestic premises Registered with Ofsted: 06/04/2025 Registers: EYR, CCR, VCR Registered person: Becca's 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 typically progress well from their starting points. Some children, including those with special educational needs and/or disabilities or other barriers to their learning make further progress and gaps in their development close. Overall, children typically develop their skills well across all areas of learning to prepare them for the next stage of their learning, including starting school. Children particularly develop their independence very well, including developing dressing skills and learning to serve their own food and drinks. Children build their concentration and focus securely during activities, often spending an extended amount of time engaged in activities which interest them. They learn to share and join in during group activities, such as during role play and while playing in the mud kitchen outside. Children enjoy books, songs and rhymes and become confident communicators. Sometimes staff do not use teaching opportunities as well as possible to help extend

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Behaviour, attitudes and establishing routines Expected standard

Leaders have created a welcoming calm environment for children where they feel comfortable and at ease. They have separate spaces for older and younger children tailored to their different needs, such as low-level furniture for babies to pull themselves up on to help develop their walking skills. Leaders share their attendance policy with parents which sets out their expectations that children attend regularly to benefit from the learning experiences on offer. Children are typically keen to engage and explore the interesting range of equipment, resources and activities. For instance, older children sustain their interest in role play together well, sharing ideas between them with and without staff support.

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Behaviour, attitudes and establishing routines Expected standard

Children form positive relationships with each other and the staff. They benefit from group activities along with social snack and mealtimes together. This typically helps children learn to cooperate and recognise other's needs. For example, older children pass the bowl to others during snack time without being asked. Older children know and understand the daily routine and what is expected of them. Leaders and staff take steps to support children who need more help to manage their behaviour and emotional wellbeing. For instance, they use books to explore behaviours and feelings with individual children. Staff routinely praise and encourage children warmly and recognise when they do things well.

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Children's welfare and wellbeing Expected standard

Staff routinely teach children to follow appropriate hygiene practices, such as regularly washing their hands before eating and cleaning their faces and hands afterwards. Leaders and staff provide healthy, nutritious and varied meals and snacks for children. They offer healthy drink choices and encourage parents to do the same, such as providing water to drink. Staff generally provide children with information about taking care of their bodies, including explaining why they need to wear sun cream, and they encourage older children to help with this task. However, staff do not always consistently build on children's understanding of healthy lifestyles, such as through discussions about healthy and unhealthy foods and the impact these can have on the body, to further extend their knowledge.

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Children's welfare and wellbeing Expected standard

Leaders have a secure understanding of promoting their ethos. They have thoughtfully considered the environment for children and provide a calm and comfortable space. For example, leaders provide low-level lighting along with rugs and cushions to create a homely feel. They also promote a calm approach and routinely model this practice securely to children and other staff. Staff typically understand the expectations of their role, including offering a supportive environment and approach. This helps to promote the positive approach to relationships with children, helping them to feel safe, settled and secure. Leaders and staff promote children's independence effectively, including making choices of play and activities. Staff typically follow children's interests and encourage these, such as observing and talking about animals they see when in the garden.

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Curriculum and teaching Expected standard

Staff typically understand the curriculum aims securely along with the learning intentions of the activities they provide. Leaders and staff plan activities and learning experiences which help children to build on their skills and knowledge over time. For example, babies and young toddlers enjoy water play where they learn to tip and pour from one container to another. This helps children gain the skills they need to pour their own drinks in the future. Leaders and staff typically focus well on supporting children with special educational needs and/or disabilities or other barriers to their learning. They provide interventions and strategies to support children who need extra help and support, such as 'bucket time' to promote children's listening skills and engagement in learning.

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Curriculum and teaching Expected standard

Staff typically know children as individuals well, including their next steps in learning. Leaders model positive teaching practices to support the development of staff skills. Overall, staff understand what they need to teach, particularly children's independence and communication and language skills. For example, staff talk to children as they play and engage in activities, encouraging conversations about what children have drawn. This helps older children use their vocabulary to describe their drawings and talk about their ideas. However, there are times when staff do not fully extend children's learning as effectively as possible. For example, staff do not always build on children's existing knowledge and teach mathematical concepts consistently, such as counting or comparing sizes, to support children's developing awareness of number and quantity. In addition, staff do not consistently extend children's understanding of healthy and unhealthy foods during role-play

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Inclusion Expected standard

Children's backgrounds and needs are typically understood well. Overall, leaders consider how to reflect children's individual backgrounds securely. For instance, they provide books in dual languages and provide toys which reflect the wider world. Occasionally, some aspects are not fully considered to help staff gain more understanding of children's individual backgrounds. For example, staff and leaders have not fully considered asking parents for more detailed information about home languages, to further enhance how children's similarities and differences are promoted.

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Inclusion Expected standard

Leaders confidently use sign language with children alongside words. This promotes children's communication and understanding, particularly for those with special educational needs and/or disabilities or other barriers to their learning. Leaders typically encourage staff to learn and start to develop their use of sign language to support children.

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Inclusion Expected standard

Leaders recognise the importance of tracking children's development. They have a secure oversight of children's progress over time to enable them to swiftly identify and respond to gaps in children's learning and progress. Leaders and staff work closely with parents and other professionals involved in supporting children's individual needs. They follow and implement professional advice and guidance, such as strategies, interventions and targets to support children's progress. This includes implementing individual learning plans which they regularly review and offering specific activities. Leaders and staff use now and next approaches and communication books to support children's needs. As a result, gaps in children's learning and development close quickly. Leaders consider the use of additional funding well to support children's individual needs.

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Leadership and governance Expected standard

Leaders are positive role models to other staff. They typically model expected practice to their staff team and provide guidance and support to them to help build on their skills and practice. Staff feel supported in their wellbeing and workload. They speak very positively about how leaders support them. Staff typically know and understand their responsibilities securely. Leaders follow robust recruitment processes and new staff receive a well-planned induction. Staff generally take part in professional development and further training opportunities to support their practice, including working towards qualifications.

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Leadership and governance Expected standard

Leaders understand the importance of working closely with outside agencies and professionals to support families and promote children's individual wellbeing and learning needs. They and staff build positive links with other professionals, including schools, which helps to support children's transitions to school. Overall, communication and partnerships with parents are effective. Leaders and staff typically develop positive relationships with parents and engage with them well to gather and share information about children's needs. However, leaders and staff have not fully considered gathering more detailed information from parents about children's home languages, to further enhance how children's similarities and differences are recognised and celebrated.

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Leadership and governance Expected standard

Parents speak highly of the nursery and staff, describing the team as friendly and welcoming. They say they are kept well-informed about their children's experiences and highlight the progress children make, particularly in their language development and social skills

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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 easily leave their parents on arrival and are happy to be at nursery. Leaders highlight to parents the importance of consistent routines for children and encourage regular attendance. Children know and follow the arrival routines well. They complete their self- registration and help to put their belongings away. Children are keen to play and explore the activities and resources on offer, quickly engaging in these when they arrive, such as play dough and role play. They learn to play alongside and with other children appropriately.

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Inspector:

Sheena Bankier Children form caring and trusting relationships with their key person and other staff. They confidently initiate discussions with staff, sharing their ideas and inviting them to join their play. Children feel safe, settled and secure at nursery, enjoying their time there and have fun. For instance, babies and younger toddlers excitedly catch bubbles and blow and wave the bubble wands to make bubbles for themselves and their friends. All ages of children benefit from time spent together. For example, children very much enjoy group times where they learn each other's names and choose songs to sing. They demonstrate they know the words and actions to familiar songs and rhymes.

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Inspector:

Children's individual backgrounds and learning needs are typically understood and supported securely. This includes children with special educational needs and/or disabilities and those with other barriers to their learning and/or wellbeing. Leaders and staff consider the different needs of children well. This includes the learning environment and atmosphere, such as offering a calm and supportive approach. They make reasonable adjustments when needed to the curriculum and routines to support and meet children's individual needs securely. Children progress across all areas of learning securely from their starting points. They gain a solid foundation in skills for their future learning, such as developing their independence effectively and building positive language and social skills.

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Next steps

Leaders should help staff to refine their teaching and interactions, particularly to offer more consistent support for children's mathematical development and awareness of healthy lifestyles. Leaders should build on their already positive links with parents to identify more details about children's backgrounds, to help further enhance how their similarities and differences are reflected and supported.

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About this inspection

The inspector spoke with leaders, staff, the designated safeguarding lead, the special educational needs and/or disabilities coordinator, 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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Address:

2nd Easthampsted Scout Hall Ringmead Bracknell RG12 8UF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Becca's House Day Nursery Limited

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Address:

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

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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