Little Ones - Budlake

Little Ones - Budlake

Unique reference number (URN): EY233576 Address: Budlake Hall, Budlake, Exeter, Devon, EX5 3JW Type: Childcare on non-domestic premises Registered with Ofsted: 05/07/2002 Registers: EYR, CCR, VCR Registered person: Little Ones Childcare 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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Children's welfare and wellbeing Strong standard

Relationships across the nursery are warm and respectful. Leaders pride themselves on creating a home-from-home environment that nurtures and celebrates individuality and prioritises emotional and physical wellbeing. Leaders have designed highly flexible and robust settling-in procedures for babies, tailored to their individual needs. Settling-in sessions are carefully planned, meaning that trusting relationships between staff, children and families develop swiftly.

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Children's welfare and wellbeing Strong standard

Staff, including those that are relatively new to the nursery, strengthen relationships further through highly effective key-person systems. This is because leaders place a high priority on staff knowing children and their families very well, so that they can respond quickly to their changing needs. This ensures every child's emotional wellbeing remains a consistent focus and that care and learning are tailored to each individual.

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Children's welfare and wellbeing Strong standard

Staff place a clear and cheerful focus on helping children become independent from an early age. They work closely with parents and carers, celebrating each small step children take as they learn new skills. Staff praise children for following hygiene routines. For example, when children blow their nose independently, put the tissue in the bin and then wash their own hands. Children beam with pride when their independence is recognised.

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Children's welfare and wellbeing Strong standard

Daily mealtimes are celebrated social occasions in this nursery. The children sit around tables covered in a tablecloth, in family groups, and the staff join them. There is a buzz of conversation as they all enjoy the home-cooked, nutritionally balanced meals. This has an overwhelmingly positive impact on all children, helping to create a sense of belonging, building healthy habits for the future and promoting friendships.

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Inclusion Strong standard

Leaders and staff consistently improve opportunities and experiences for children with special educational needs and/or disabilities (SEND), and those facing other barriers to learning. They use rigorous monitoring to identify barriers to learning and wellbeing swiftly, and act immediately to address them. Staff draw on their secure knowledge of each child to plan precise, individualised support that enables children to make progress alongside their peers. Leaders maintain secure partnerships with parents, carers and external professionals, ensuring interventions are timely, targeted and rooted in a shared understanding of children's needs. They use any funding they secure to provide purposeful resources and enriching experiences that help children with SEND and those that face other barriers to their learning to thrive.

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Inclusion Strong standard

Leaders and staff create an accessible, adaptable environment that nurtures every child's sense of belonging. They adjust approaches skilfully so that children experience sustained, positive impact in their learning and daily experiences. For example, staff seamlessly adapt letters and sounds activities, knowing precisely what individual children need to take part

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Expected standard

and succeed. Staff respond confidently to children's needs, using visual prompts, signs and gestures to deepen children's understanding and support their participation.

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Achievement Expected standard

Children make steady progress from their starting points, including those with special educational needs and/or disabilities. Children gain important skills in areas such as their personal, social and emotional development and their communication and language. They learn to take turns and develop early negotiation skills that are vital for collaborative learning. Children build confidence in their play and use appropriate vocabulary that allows them to socially interact with each other and make friends.

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Achievement Expected standard

Children enjoy books and show interest in stories that are read to them. They use these familiar stories in their play, supported by well-planned resources. For example, children play collaboratively and make up stories with farmyard-themed resources, using language from the story 'A Squash and a Squeeze'. However, at times, children's learning does not consistently develop deeply or broadly. Recent curriculum improvements introduced by leaders have not had time to embed into all staff's practice, which means the full impact of these initiatives is not yet evident.

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Achievement Expected standard

Children build on their physical development in a variety of ways. They develop gross motor skills outdoors, balancing, running and climbing. Younger children refine their fine motor skills while manipulating dough, and older children learn to use scissors safely. Children's confidence and willingness to try new tasks is boosted by the praise and encouragement they receive at appropriate times. This means children are suitably prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The nursery creates a welcoming environment where warm, respectful relationships help children feel settled. Routines across the nursery support children's learning effectively and they transition well between the different activities. This ensures that children, including those with special educational needs and/or disabilities (SEND), and those who face other barriers to their learning, consistently experience a calm and predictable day. This strengthens children's engagement and enjoyment.

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Behaviour, attitudes and establishing routines Expected standard

Children typically behave well and thrive as a result of the positive relationships they enjoy. Generally, staff have realistic, age-appropriate expectations of children's behaviour, which they model sensitively. Any unwanted behaviours are addressed in a warm and responsive way. This is particularly evident for children with SEND, and those that face other barriers to their learning. However, at times, some staff are less confident to address minor issues with behaviour. For example, re-engaging children if they become distracted during learning. Leaders will provide ongoing support and coaching in this area to develop consistency. Leaders and staff work with parents and carers to promote regular, punctual attendance. They take the time to understand each family's circumstances and put plans in place to address any barriers to attendance. This approach helps children to benefit fully from the curriculum and daily routines. Leaders recognise the dedication and care that staff show and

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Behaviour, attitudes and establishing routines Expected standard

value the commitment they bring to their work with children.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the curriculum's quality and have improved planning and assessment systems since the last inspection. These changes, although not yet fully embedded, have a positive impact on children's learning. Leaders will continue to coach and mentor newer members of staff to embed the curriculum further.

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Curriculum and teaching Expected standard

The curriculum is well sequenced and leaders ensure that it is typically taught well. Leaders and staff assess children's progress regularly and analyse this information to identify any gaps in the curriculum. These areas are then incorporated into future planning, ensuring that children learn across all seven areas of the early years foundation stage.

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Curriculum and teaching Expected standard

Children's communication and language development is prioritised by leaders. Staff skilfully adapt their language to meet the needs of different ages and stages. This helps children make progress in understanding and using vocabulary. Leaders and staff also foster children's love of books. Children of all ages, including babies, look forward to the 'story of the week', which is told to different groups using age-appropriate resources that support understanding, enjoyment and engagement.

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Curriculum and teaching Expected standard

Mathematics is threaded through the curriculum and staff take opportunities to extend and embed children's mathematical thinking in playful and engaging ways. For example, at lunchtime staff ask children, 'Who will be next if we go round the circle?' This helps children learn about shape in real-life contexts and gives them opportunities to explore and understand positional language.

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Curriculum and teaching Expected standard

Leaders and staff successfully adapt the curriculum for children who face barriers to learning, including those with special educational needs and/or disabilities, and those facing socioeconomic disadvantage. This ensures that all children play and learn alongside their peers.

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Leadership and governance Expected standard

Leaders demonstrate a professional, reflective approach. They are aware that a number of staff, including some in leadership positions, are relatively new to the setting. Leaders have rightly made it a priority that staff get to know children and families, in order to build positive relationships and ensure wellbeing. Leaders now turn their attention towards embedding consistency in the curriculum, and increasing staff confidence in order to always facilitate children's best behaviour.

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Leadership and governance Expected standard

Leaders know staff, families and children well and understand the nursery's context and role in the local community. They work closely with the local authority and other providers to enhance staff's skills and expertise, so that children typically receive high-quality experiences at the nursery. Leaders maintain a clear overview of both the curriculum and wider provision. They involve staff in shaping the curriculum so that it reflects the needs of all children. Leaders understand the nursery's strengths and generally focus on improving the areas most relevant to the children in their care. They recognise the barriers that children may face and prioritise these needs in their decision-making.

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Leadership and governance Expected standard

Communication with parents and carers is effective. Leaders have implemented systems to share information clearly, so that children's learning and development are prioritised and celebrated in the nursery and at home. This approach helps parents feel confident about their children's progress and strengthens children's sense of belonging.

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Leadership and governance Expected standard

Staff feel supported and respected, and leaders ensure that they understand their roles and responsibilities. Leaders identify training needs through regular supervision sessions and staff feel confident to seek help when needed. This open culture creates a motivated team that works together well. Staff say they are happy in their roles and that leaders support their wellbeing.

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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 step into this nursery and immediately feel that they belong. Staff know them so well that every moment becomes an opportunity to help them thrive. They quickly spot any barriers to learning and act straight away, shaping precise, individualised support that lets children achieve alongside their peers. Children with special educational needs and/or disabilities, and those facing other barriers to learning, feel fully included because staff use visual and auditory prompts, signs and gestures, which deepen understanding and keep every child involved. Warm, respectful relationships instil in children a sense of security, celebrating their individuality and fostering emotional wellbeing.

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

As children settle, staff build trusting bonds through thoughtfully planned and highly flexible routines, which accommodate individual children's needs. For example, they work with parents and carers to support babies' transitions from formula milk to solid foods. Babies and toddlers form secure attachments with their key person, giving them confidence to explore, play and learn. Staff praise children as they master new skills, celebrating each small step towards independence. Babies show determination and smile in delight as they pull themselves up to stand and practise walking towards their familiar adults.

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

Across the day children experience a calm and predictable rhythm that helps them stay engaged and happy. They move confidently between activities, supported by staff who model positive behaviour and respond sensitively to children who need help. Outdoors children strengthen their body as they climb, balance and run, making good use of the range of equipment available. Children's language blossoms through rich storytelling activities, songs and conversations.

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

Children also venture beyond the nursery, visiting a nearby National Trust property, where they explore nature, investigate new spaces and build a deeper connection to their community. These shared adventures strengthen their sense of belonging and spark curiosity that enriches their play.

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Address:

Budlake Hall Budlake Exeter Devon EX5 3JW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Ones Childcare Ltd

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Address:

Register(s): EYR, CCR, VCR Through thoughtful planning, responsive teaching and unwavering care, children grow into confident, capable learners who feel valued, supported and ready for their next steps.

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Next steps

Leaders should continue to embed high expectations for children's behaviour and attitude to learning, so that they consistently enable children's best behaviour. Leaders should continue to support the development of new staff members, in order to raise the quality of teaching to a consistently high level across the nursery.

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About this inspection

The inspector spoke with children, leaders, staff 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 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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