Bumpers Nursery at Canberra, Melksham

Bumpers Nursery at Canberra, Melksham

Unique reference number (URN): 2824366 Address: Canberra, 56b Spa Road, Melksham, SN12 7NY Type: Childcare on non-domestic premises Registered with Ofsted: 18/12/2024 Registers: EYR Registered person: Baloo's (Trowbridge) 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

Children typically make effective, steady progress in all areas of their development. Children with some barriers to their learning and those with special educational needs and/or disabilities generally reach their potential. All children are suitably prepared for their move on to school. Children develop their speech and language skills. Babies babble and learn new words, toddlers start to express themselves and older children increasingly join in conversations with staff and each other.

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Achievement Expected standard

Children develop their physical skills and confidence well using the equipment in the garden. They climb with growing agility and balance well. They develop their coordination using ride- on toys, hoops and balls. Children develop particularly positive attitudes towards doing things for themselves. They build their independence skills from a young age, learning skills gradually. Babies enjoy finding their water bottles, toddlers serve themselves meals and older children conscientiously clear away their things after their lunch. They learn to tidy away toys and show their growing sense of responsibility.

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Behaviour, attitudes and establishing routines Expected standard

Over time, staff build effective, supportive and caring relationships with children. They get to know children well and build their confidence, helping them enjoy their time at the nursery. Staff support children's behaviour well. They offer clear support and explanations to help babies and children understand the boundaries that are in place for their safety. Staff help children to build their social skills and friendships with each other. They teach them how to interact and play together, helping them share and take turns.

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Behaviour, attitudes and establishing routines Expected standard

Generally, staff support children's attitudes to learning well. Staff think through some of their routines very well, such as children's mealtimes. For example, they offer a café-style lunch, with smaller groups of children eating together while others play. Staff are then able to provide focused support for children to develop their independence skills, helping them serve their own food and clear away their things. This also enables staff working with toddlers to provide a calm atmosphere by settling children to sleep in smaller groups.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff support children's attendance. They monitor any absences and check on children and families, ensuring their safety. They work with parents and carers to adjust support to children's changing circumstances, for example, when children need specialist arrangements and equipment in order to attend the nursery.

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Children's welfare and wellbeing Expected standard

Staff are kind and attentive to children's care needs. They adapt their routines to babies' and toddlers' needs, adjusting nap and mealtimes to make sure children are comfortable and happy at nursery. Staff are mindful of babies' and children's safety as they eat and sleep, communicating clearly with one another to ensure all staff support children closely. They respect children's privacy and choices, valuing them as individuals. Staff focus on children's emotional wellbeing, helping them manage their emotions and frustrations with clear explanations and lots of reassurance.

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Children's welfare and wellbeing Expected standard

Staff support children's healthy lifestyles and their physical wellbeing. They take babies out for walks in the community and provide children with plenty of time outside in the fresh air. Children freely flow into their outside areas and also time in the main garden regularly. Staff teach children safe practices and help them learn to manage risks themselves. For example, staff remind children of how many people should use equipment at any one time. They provide nutritious meals, healthy fruit and water to drink. Staff teach children to care for their bodies. They patiently help children learn to use the toilet and teach them how to care for their teeth.

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Children's welfare and wellbeing Expected standard

Overall, all staff get to know children and build bonds with them. However, leaders do not reflect on the support for new children fully. Not all children receive consistent support from their key person when they first start to build relationships and confidence quickly and effectively.

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Curriculum and teaching Expected standard

Leaders have clear aims for what they want children to learn. They have suitable processes for key staff and the wider staff team in each room to assess children's development and outline what they need to learn next. They think through their curriculum design, making sure that it is adapted to the different ages and needs of children. For example, leaders and staff use further assessments and implement targets for children with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Overall, teaching is effective and many staff show skilled interactions. They pick up on children's ideas and interests to encourage their skills. For example, staff develop toddlers' speech, asking them questions about photos of their families, encouraging them to notice details and begin to engage in conversation. Staff take time to look at books with babies and introduce new words. Staff patiently read stories to toddlers and pre-school children. They explain new concepts and words and give children time to share their knowledge and join in with key phrases. They provide opportunities for children to use their memories and practise their speech.

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Curriculum and teaching Expected standard

Staff plan useful activities to help children progress. They encourage babies to develop their coordination, grabbing and exploring coloured oats. Toddlers and older children develop their hand strength as they form, cut and shape play dough. Staff teach children mathematical concepts, counting items and using contextual language for quantity and size, as children play with water or sand, for example. However, at times staff do not manage group times effectively or adapt their support fully to maintain and extend children's listening, attention and engagement.

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Inclusion Expected standard

Leaders and staff get to know children's individual needs. They closely assess children's development and whether they are working at expected levels. Children's key persons notice aspects of learning that children still need to master or areas where they are struggling. Leaders and key staff liaise with parents and carers to help address any persistent gaps and secure any additional support children may need. They work with outside professionals, taking on board advice and implementing individual plans for children with special educational needs and/or disabilities (SEND). Leaders and staff undertake additional observations and assessments for children with barriers to their learning to outline further steps and help all children reach their potential.

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Inclusion Expected standard

Leaders liaise with staff and ensure any additional funding is used effectively. They focus this on any gaps in children's experiences or development, such as to provide climbing equipment to develop the physical skills of children with SEND. Staff value children's differences, such as their home languages and cultures, linking to these within activities. They introduce additional arrangements to support children's changing needs and family circumstances, helping reduce any barriers to children's attendance and involvement. Staff typically ensure children are all included in activities and generally adapt their support to engage children and develop their skills.

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Leadership and governance Expected standard

Leaders genuinely care about children and want to provide the best service for them and their families. Leaders show commitment to supporting their team. They ensure that staff undertake mandatory training and renew this regularly. They assist staff in gaining further qualifications to help build their skills and develop their roles. Staff are very positive about the difference this makes to them. They say leaders support their wellbeing, build their confidence in their own abilities and do all they can to ensure staff are happy in their work.

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Leadership and governance Expected standard

Partnerships with parents and carers are effective. Leaders and staff liaise closely with parents to build up a beneficial flow of information about children's needs. Parents are grateful for this and say it reassures them that their children are well supported at the nursery. Staff help parents understand how to continue children's learning at home. Leaders and staff link with other professionals involved in children's care to help them and their families get the support they need. They also link with teachers and other school specialists to ensure children are suitably prepared for their move on to school.

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Leadership and governance Expected standard

Leaders evaluate practice and outline areas for improvement across the whole nursery. They undertake observations of staff's teaching and hold regular meetings with the whole team to support improvement. however, they do not always encourage staff to readily reflect on their own teaching and practice. This affects staff's ability to adjust their teaching in the moment and improve their practice to enhance children's engagement and learning. Leaders appreciate the importance of self-reflection and they are eager to develop this further.

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

Babies and children enjoy their time at this nursery and show a sense of belonging. Over time children build relationships with staff that support their confidence and wellbeing and form a foundation for children's learning and development. Children's individuality is appreciated and staff focus on their interests and different needs suitably, forming plans to ensure children achieve here. Children's home lives and experiences outside of the nursery are valued. Children enjoy looking at photos of their families. They share and discuss these with staff, developing their memory, speech and understanding of others as they listen to their friend do the same. Children continually develop their communication skills. They build their language, learn new words, gain confidence to express themselves and engage in back-and-forth interactions with each other and staff. This includes children with special educational needs and/or disabilities.

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

Children make effective progress and gain skills that will prepare them for the next stage of their education and their move on to school. Children relish joining staff and helping with tasks. Babies learn to wash their hands and toddle over to their little table, listening well to staff as they call them over for snack. Toddlers and older children pour their own drinks and serve their food. They tidy away toys before lunch and clear away their things after their meal, conscientiously scraping their food into the bin. This helps children flourish, gain confidence in their own abilities and develop their sense of responsibility effectively. Children behave well and learn to respect staff and their peers, building friendships and understanding how to interact with others appropriately. Toddlers learn to share toys and older children play cooperatively. Children learn to understand safety boundaries and take

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

turns on equipment and during games. Children typically develop positive attitudes to learning and engage well with activities overall. They are curious and enjoy new experiences, benefiting from the support and reassurance of staff.

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Next steps

Leaders should help staff adapt their support during group activities more readily, maintaining children's listening, attention and engagement consistently. Leaders should develop processes for helping new children settle into the provision, building children's bonds with their key person more consistently and quickly right from the beginning. Leaders should embed procedures for evaluation further, helping staff reflect on and improve their practice and extend the effectiveness of teaching and support for children further.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers during the inspection and considered parents' written views.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Baloo's (Trowbridge) Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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0 to 4

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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.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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