Tudor House Day Nursery @ Langho

Tudor House Day Nursery @ Langho

Unique reference number (URN): 2844254 Address: Tudor House Day Nursery @ langho, Whalley Road, Langho, Blackburn, BB6 8EQ Type: Childcare on non-domestic premises Registered with Ofsted: 16/07/2025 Registers: EYR, CCR Registered person: Synergy Day Care Ltd

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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

All children, including those facing barriers to learning, show clear focus and positive attitudes to learning. They are polite and treat one another with respect and kindness. Children build close relationships with their peers and with staff. For example, they work together and share play dough to make pretend ice creams with cones and sprinkles. Children use their manners, confidently saying, 'more please' and 'ta' during snack. Children learn to share and take turns to build emotional resilience and empathy, with careful guidance from staff who have high expectations.

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Achievement Expected standard

Children typically make steady progress and achieve well across all areas of learning. From the earliest stages, children benefit from a focus on personal, social and emotional development. This is reflected in well-established routines that support children's early independence. Children benefit from learning that builds on what they already know and can do. For example, children's physical development is well promoted. Older children build strength, coordination and confidence through a range of targeted indoor and outdoor activities. Babies receive encouragement with early walking and respond positively to staff's praise and encouragement.

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Behaviour, attitudes and establishing routines Expected standard

Positive and nurturing relationships ensure children follow routines that are rooted in high expectations. Staff are positive role models. As a result, children behave well and have a clear sense of belonging. For instance, children warmly include new adults in their play. Children typically have positive attitudes to their learning and, with the ongoing support and expectations of staff, they show high levels of perseverance. Staff understand and consider children's uniqueness. In general, they make reasonable adaptations in order to maintain expectations of behaviour that reflect the children's ages and stages of development. Staff promptly deal with any disputes. The clear boundaries set by staff offer a fair and nurturing response which children are receptive to.

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Behaviour, attitudes and establishing routines Expected standard

Children are independent in their sleep routines, which is fostered by secure relationships and careful monitoring by staff. For example, children find their own bed by looking at the photos, lay down and happily settle down to sleep.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have embedded a highly positive environment where children thrive and feel secure. Children are excited to attend, and leaders are proactive and quick to identify non- attendance. They act swiftly in collaboration with parents and carers to support them as needed. This proactive approach supports families and children, including those who face barriers to learning, to establish a solid foundation for regular attendance as they move on to school.

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Children's welfare and wellbeing Expected standard

Staff promote hygiene routines. They encourage children to wash their hands and faces at mealtimes, in order to begin to manage aspects of self-care, supporting their independence. This creates a solid foundation of adopting healthy habits. Staff vigilantly ensure children's dietary requirements are closely followed, while ensuring a nutritional and balanced diet. Staff understand the importance of ensuring children are closely supervised to keep them safe. For example, staff sit with children while they eat and talk to them about their meal, with children discussing how milk makes their teeth strong. Staff in the baby room have secure knowledge and understanding of safe-sleeping guidance. They are confident with procedures to ensure children remain safe, such as placing babies on their backs and ensuring they are checked regularly. Staff typically adapt routines effectively, to meet children's individual needs and align them with home, which is acknowledged and praised

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Children's welfare and wellbeing Expected standard

Leaders and staff have a secure knowledge and understanding of the children in their care. They build highly trusting relationships and regularly ask children how they are feeling. For instance, children who are upset promptly receive the support and care they need to recognise and manage their emotions. As a result, children are emotionally secure, confident and settled. Leaders and staff ensure that each child, including those facing barriers to their learning, feels safe, valued and supported, reinforcing children's deep sense of belonging.

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Curriculum and teaching Expected standard

Leaders design a broad and balanced curriculum that is responsive to children's interests and that promotes their independence. All staff generally understand this well. For example, children manage age-appropriate tasks independently, such as using knives to cut their meals. Staff typically use assessments of what each child already knows and can do to support their learning effectively. However, staff do not consistently extend children's learning. This means children do not make further progress where in-the-moment adaptations could be made to extend and challenge current understanding.

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Curriculum and teaching Expected standard

Staff's knowledge of children allows them to plan from an understanding of what children already know and can do. Staff use high-quality communication and language to expose children to a varied vocabulary. For example, in a small group, babies listen to 'squeeze', 'splash' and 'drip' during water play. Overall, teaching is effective and staff engage well with children. Staff create next steps in learning for children, and share these with parents and carers. This ensures children, including those facing barriers to learning, make steady progress.

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Curriculum and teaching Expected standard

Staff position themselves well to enable support for children and to engage them in play. They use small focus groups with their key children to maintain strength of interactions during their play. Staff ask thought-provoking questions to support children's knowledge and understanding. For example, while reading a story, staff ask children who they think the characters described might be. Children use the information and listen to sounds to make suggestions.

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Inclusion Expected standard

Children experience an inclusive and welcoming environment. Leaders and staff value and support their uniqueness and backgrounds. Staff take time to learn about the families they serve. Close and ongoing partnerships with parents and carers ensure that information is shared effectively. This helps parents to play an active and meaningful role in their children's learning journey. Parents praise the communication from staff. They state they feel reassured to have regular and pertinent updates about their children for each session they attend.

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Inclusion Expected standard

Staff who are responsible for supporting children with special educational needs and/or disabilities or those facing barriers to learning are passionate about providing children with varied experiences. For example, they use early years pupil premium funding and disability allowance funding strategically, in order to enhance provision effectively to allow children to progress. Leaders' knowledge and understanding of how best to use external professional support is evident. This builds trust and a shared understanding with families.

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Inclusion Expected standard

Staff typically use observations and assessments well to monitor the progress children make and to identify any gaps in their learning. When gaps in learning are identified, key staff adapt the curriculum to suit individual needs. They share information with staff at other settings that children attend, or will attend, which helps to provide continuity in the approach to children's care and learning and supports children to make smooth transitions.

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Leadership and governance Expected standard

Leaders are committed to providing an inclusive and nurturing environment where children's care, learning and development is prioritised. Leaders demonstrate a reflective approach to continuous improvement. They evaluate the setting's practices and implement initiatives that support improvement through ongoing development. For example, leaders have exciting plans underway for developing the outdoor area to further support children's learning.

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Leadership and governance Expected standard

Leaders cultivate collaboration among staff, parents and carers and professionals within the wider team through open communication. Staff report that they feel well supported and valued by leaders. Professional development opportunities are focused on raising the quality of care and individual practice. Leaders acknowledge that continued efforts to support staff to deepen and extend opportunities for learning in the moment are needed, to ensure consistency of teaching. This, in turn, will positively impact outcomes for all children. Parents and carers hold the setting in high regard and feel well supported by leaders. Leaders have a clear approach to supporting children with barriers to their learning. For example, effective use of funding enables rich opportunities and experiences for children who most need it, and supports them to close gaps in their learning.

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Leadership and governance Expected standard

Leaders make positive links within the local area. They reach out to local schools to support transition for those children who are reaching the end of their journey with them, to ensure they have the best possible start to school. They take regular trips into the community, both walking and on the train, to visit the park, library and shops. Leaders show a willingness and commitment to improvement in their own practice to secure excellent outcomes for children in their care.

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

Children are warmly welcomed into this nurturing and stimulating environment, where they feel safe, valued and well cared for. Children build secure relationships with their key persons and the wider team. Each child's success and wellbeing are at the forefront of staff's intentions. Children arrive happy and settle quickly into well-known and established routines, with staff who care deeply about them. As a result, children demonstrate a clear sense of belonging and are confident young learners.

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

Children enjoy learning and sustain high levels of concentration in activities that they eagerly join. For example, babies gasp with excitement as they push objects that spin down a ramp. Staff weave literacy, mathematics and communication naturally throughout the day, helping children to apply their learning in meaningful ways. For example, children share books, mark make using chalk and compare sizes of animals in their play. Stories, rhymes and songs support children's learning and engagement. For example, staff read in animated ways, capturing children's interest and encouraging them to join in with known phrases.

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

Children benefit from a varied range of play opportunities. Inside, rooms offer provision that is exciting and engaging. Children explore independently during activities that spark their natural curiosity and exploration. For example, they use tweezers to move small objects to 'feed animals'. Children enjoy developing physical skills outdoors, building confidence as they climb, balance and use wheeled toys.

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Address:

Tudor House Day Nursery @ langho Whalley Road, Langho Blackburn BB6 8EQ

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Address:

Type: Childcare on non-domestic premises Children understand expectations, manage risk safely and regulate their emotions successfully through thoughtful support by staff. Mealtimes, transitions and group activities are calm, purposeful and sociable. This allows children, including those who face barriers to their learning, to make progress in speaking and expressing their needs. Children behave well and demonstrate kindness and respect towards others. As a result, children develop excellent communication skills, resilience and emotional wellbeing. Children benefit from the positive relationships leaders and staff build with families. This collaborative approach to each child's experience ensures they leave the setting well prepared for the next stage in their learning journey.

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Next steps

Leaders should continue to support staff knowledge and understanding of how to extend learning in the moment by following the direction of children's learning within the curriculum they have developed.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and/or disabilities coordinator, children and parents and carers 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. Registration date: 16/07/2025

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About this inspection

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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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