Audlen House Day Nursery

Audlen House Day Nursery

Unique reference number (URN): 2793978 Address: 131 -133 Station Road, Thatcham, RG19 4QH Type: Childcare on non-domestic premises Registered with Ofsted: 11/07/2024 Registers: EYR Registered person: Ranu 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 Strong standard

Children make notable progress from their individual starting points and develop the knowledge, skills and confidence they need for their future learning. Older children confidently use language to express their ideas and develop the independence needed to engage successfully in learning. Toddlers learn new vocabulary, and develop social skills as they respond to familiar songs, make sounds using kitchen pans and utensils, and engage in imaginative play with staff. Babies demonstrate secure attachments, eagerly explore their environment with curiosity and particularly show clear progress in their communication and physical skills.

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Achievement Strong standard

Children develop particularly well in communication and language, independence and physical development. They confidently use language to express their ideas, communicate with others and develop their thinking through play. Children delight in regular opportunities for physical activity, including yoga and sports sessions, which build their strength, coordination and confidence in movement. Children apply their developing mathematical knowledge in meaningful contexts, such as counting, comparing and problem-solving during activities.

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Achievement Strong standard

Children with special educational needs and/or disabilities and those who face barriers to learning receive attentive support and adaptations, enabling them to participate fully and make progress. As a result, children flourish, make meaningful connections in their learning and leave the setting well prepared for their next steps of their education.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have embedded a harmonious and respectful culture. Children show consistently positive behaviour and motivated attitudes to learning. They understand the familiar expectations, boundaries and routines and respond confidently to these, helping them to feel secure and engage purposefully throughout the day. Staff model respectful behaviour and provide clear, consistent expectations, helping children understand how to treat others with kindness and empathy.

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Behaviour, attitudes and establishing routines Strong standard

Children are quickly and effectively supported to manage their feelings and behaviour. Staff use calm, consistent approaches and explicitly teach children how to regulate their emotions, cooperate with others and resolve difficulties. As a result, children behave well, show consideration for others and develop social skills through collaborative play and shared activities. Children develop positive attitudes to learning and demonstrate high levels of confidence, independence and sustained engagement. They readily choose activities and persevere with their interests, while staff respond to children's ideas and support them to become increasingly motivated learners.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote the importance of regular attendance and maintain robust systems to monitor children's attendance and follow up concerns where necessary. Staff reinforce best possible behaviour through highly impactful teaching of behaviour and routines. Staff adapt their approach appropriately to meet individual needs, ensuring that all children are included and able to participate successfully. Consequently, children are calm, cooperative, enjoy their time at the setting and develop the attitudes and behaviours that support successful learning and positive relationships.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are promoted very well. Children experience warm, nurturing and caring relationships with staff, which give them a real sense of belonging and help them feel safe, secure and valued. Children arrive happily, separate from their parents confidently and engage enthusiastically in their chosen activities. Staff have a secure knowledge of the children, they understand their individual interests, needs and emotional cues, and adapt interactions, routines and activities so that children can participate fully and thrive.

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Children's welfare and wellbeing Strong standard

Children are supported to develop confidence, independence and positive relationships with others. Staff calmly and sensitively help children to manage their feelings and behaviour, consistently modelling kindness, care and respect. Clear, familiar routines help children feel secure, settle quickly and develop positive attitudes towards learning and each other.

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Children's welfare and wellbeing Strong standard

Leaders and staff work closely with parents and carers, maintaining effective communication through various sources such as daily handovers, newsletters and an online platform. Parents report that their children feel safe and valued and have developed confidence, social skills, and communication. Staff also promote healthy lifestyles through nutritious meals, physical activity, and conversations about health and safety. Overall, children are happy, secure and emotionally supported, enabling them to flourish throughout their time at the nursery.

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Curriculum and teaching Strong standard

Leaders have established a well-sequenced, ambitious curriculum that builds securely on what children already know and can do. Staff have a secure understanding of children's individual learning needs, interests and starting points and use this knowledge effectively to plan meaningful learning opportunities. Teaching is consistently purposeful, with experienced staff skilfully building on children's knowledge, introducing rich vocabulary and supporting children to make meaningful connections across all areas of learning.

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Curriculum and teaching Strong standard

Staff use high-quality interactions to extend children's thinking and deepen their learning. They show genuine curiosity about children's ideas, ask purposeful questions and respond effectively to children's emerging interests and understanding. Staff adapt their teaching in the moment so that children can explore ideas further, solve problems and apply what they know. For example, during a treasure hunt activity, staff supported children to develop language, mathematical thinking and problem-solving as they counted, compared and made predictions about their findings.

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Curriculum and teaching Strong standard

Staff adopt a clear focus on communication and language, alongside opportunities to develop independence, self-regulation and positive attitudes to learning. Staff explicitly teach skills children need to become confident and resilient learners. The curriculum is inclusive and staff adapt activities and environments effectively to reduce barriers to learning. Consequently, children are highly engaged, make sustained progress from their starting points and develop the knowledge, skills and confidence needed for their transition to school and future learning

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Inclusion Strong standard

Children benefit from a deeply embedded culture of inclusion, where staff know children well and adapt provision to meet their individual needs. Leaders identify barriers to children's learning and wellbeing and work closely with families and relevant professionals to secure support. Staff make thoughtful adaptations to activities, routines and the environment so that children with special educational needs and/or disabilities are included and can participate fully alongside their peers.

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Inclusion Strong standard

Children who experience disadvantage or other barriers to learning benefit from targeted support that is responsive to their circumstances. Leaders work closely with social care and other agencies when needed and make flexible arrangements to maintain children's relationships, attendance and emotional stability.

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Inclusion Strong standard

Children see their families, cultures and experiences reflected positively in the setting. Staff invite parents to share celebrations, traditions, occupations, languages and skills, helping children develop respect for differences and an understanding of the wider community. Resources, books and experiences are thoughtfully adapted to ensure children have equal opportunities to participate and succeed. As a result, children feel valued, included and able to participate fully. They develop confidence, positive relationships and a positive sense of belonging, regardless of their individual circumstances or starting points.

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Leadership and governance Strong standard

Leaders provide clear, ambitious and purposeful leadership, with a clear commitment to high-quality provision and consistently positive outcomes for children. They have a secure understanding of their strengths and vision and use effective monitoring, evaluation and reflective practice to identify any areas for improvement. Leaders act decisively to improve provision, including responding to updated guidance and progressing refurbishment projects to enhance children's experiences, safety and wellbeing.

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Leadership and governance Strong standard

Leaders promote a positive culture of inclusion and continuous improvement. Leaders have effective systems for identifying vulnerabilities, monitoring attendance and working with external agencies to ensure children and families receive the necessary support. Inclusive practice is deeply embedded, with leaders adapting provision to reduce barriers to learning and ensure all children can thrive. Staff speak confidently about children's progress, needs and next steps.

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Leadership and governance Strong standard

Leaders value and invest in their staff. Regular supervision, team meetings, safeguarding discussions and mandatory training ensure staff maintain and develop their professional knowledge. Leaders provide personalised opportunities for professional development that build on staff strengths and identified areas for development. This includes enabling staff to achieve higher-level qualification opportunities to strengthen the quality of practice and progress in their career pathways. Leaders have established positive partnerships with parents and the wider community. Parents' views and suggestions are welcomed and acted upon where appropriate. Families are actively involved in the life of the nursery, including celebrations, cultural experiences and community links.

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

Children arrive happily, separate confidently from their parents and are greeted warmly. Children quickly settle into the familiar routines and show that they feel safe, secure and valued. Close, caring relationships with staff give children a positive sense of belonging and provide a secure base from which they confidently explore, play and learn.

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

Children experience a curriculum that is ambitious, inclusive and responsive to their individual interests and starting points. Children are encouraged to make choices about their play and staff use their secure knowledge of each child to join their play, follow their ideas and extend their thinking. Children particularly enjoy the spacious outdoor areas, where they have daily opportunities to develop their skills. Children benefit from consistently positive interactions with staff who show genuine curiosity about what they are doing and respond sensitively to their emerging ideas. Children develop confidence, independence and effective communication skills, while purposeful conversations and skilful teaching help them build knowledge across the curriculum. Children are supported to become motivated learners and develop the skills needed to manage things themselves and persevere with their learning.

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

Children understand clear expectations and boundaries and are supported calmly and consistently to manage their feelings and behaviour. Children learn to treat others with kindness and respect and develop positive social skills through collaborative play and activities. Children therefore show consistently positive attitudes to learning and to one another.

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

Children experience a child-centred and inclusive environment where staff adapt activities, routines and the environment to reduce barriers to learning and enable everyone to participate fully. Children's individual backgrounds and experiences are valued, with families contributing to celebrations, stories and activities. Children benefit from rich opportunities and resources, such as visits to the library, personal photo family books and home-learning activities, which strengthen their sense of feeling part of the community. Children also gain from the experience of visiting professionals, such as joining yoga and sports sessions, which broaden their experiences. Children therefore thrive. They are happy, confident and increasingly independent learners who enjoy attending nursery. They flourish as they form

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 secure relationships and develop the knowledge, skills and confidence needed for their next steps of their education.

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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 for those children who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children, parents, the special educational needs coordinator, and the designated safeguarding leads 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. Local authority: West Berkshire

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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. 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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