Brock House Day Nursery

Brock House Day Nursery

Unique reference number (URN): EY464738 Address: Brock House Day Nursery Ltd, Vilberie Close, Norton Fitzwarren, TAUNTON, Somerset, TA2 6RS Type: Childcare on non-domestic premises Registered with Ofsted: 18/07/2013 Registers: EYR Registered person: Brock 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 make progress from their starting points across the areas of learning. Through play, daily routines and planned experiences, they develop communication, language, physical skills, creativity and independence. They gain knowledge and skills across the areas of learning and become increasingly confident in doing things for themselves.

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Achievement Expected standard

For example, children in the baby room explored paint using their hands and paintbrushes. They learned the names of colours, heard new words and talked about what they could see and feel. Children practised making marks and developed control of their hand movements. This supported their communication, creativity and physical development.

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Achievement Expected standard

Children learn to share, take turns and play alongside others. They become more confident in expressing their needs, joining activities and making decisions. Children who need extra support receive help to overcome barriers to learning. This includes children with special educational needs and/or disabilities, children who speak English as an additional language and those facing other challenges.

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Achievement Expected standard

However, some children do not remain fully engaged in activities or make as much progress as they could during these experiences.

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Behaviour, attitudes and establishing routines Expected standard

Leaders create a calm and nurturing environment where children understand routines and know what adults expect from them. Staff build positive relationships with children and help them feel safe, secure and valued. They support children to manage their feelings, build friendships and learn alongside others.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to learning. They join in activities, follow instructions and take part in daily routines. For example, children use a sand timer to manage turns on popular bikes outdoors. They wait patiently, follow the agreed rules and remind each other whose turn comes next. This helps children develop self-control, fairness and respect for others.

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Behaviour, attitudes and establishing routines Expected standard

Staff use consistent strategies to support behaviour and help children understand boundaries. They work closely with parents to support children's emotional development and provide extra support when needed. However, staff do not always organise lunchtime routines well. They sometimes keep children waiting too long for food, which causes some children to become restless. Staff also miss opportunities to help children develop independence by pouring their own drinks or serving themselves. This limits opportunities for children to practise these skills during everyday routines.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor attendance and follow up concerns with families. As a result, children develop positive relationships, understand routines and become increasingly confident and ready to learn.

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Children's welfare and wellbeing Expected standard

Leaders put children's welfare and wellbeing at the heart of the nursery. Staff know children and their families well. They work closely with parents to understand children's routines, health needs and individual needs. This helps children feel safe, secure and settled.

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Children's welfare and wellbeing Expected standard

Staff support children's physical and emotional wellbeing throughout the day. Children spend time outdoors where they develop their physical skills, explore their environment and enjoy fresh air. Staff encourage healthy lifestyles through nutritious meals and snacks that meet children's dietary needs. They identify allergies, share information with relevant staff and make sure children receive suitable meals. Children wash their hands before meals and snacks, helping them learn healthy habits and to take responsibility for their own wellbeing.

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Children's welfare and wellbeing Expected standard

Staff build warm and caring relationships that help children feel valued and respected. They work with health professionals, children's social care and other agencies when children or families need extra support. This helps staff respond to children's individual needs and promotes their wellbeing.

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Children's welfare and wellbeing Expected standard

However, staff do not always follow routines with the same level of consistency. Leaders identify areas for improvement and help staff reflect on and develop their practice.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that reflects the needs, interests and experiences of the children who attend the nursery. Staff use observations, assessments and information from parents to understand what children can do and what they need to learn next. However, the curriculum is still new, and not all staff can explain how they plan learning with the same level of confidence.

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Curriculum and teaching Expected standard

Staff provide activities that help children develop their communication, language, physical and thinking skills. For example, during the story 'The Three Little Pigs', children remembered what happened in the story, built houses from different materials and talked about different shapes. Staff asked questions that helped children think, solve problems and link learning to their own lives. They changed the activity when needed to keep children interested and involved.

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Curriculum and teaching Expected standard

Staff use information about children's backgrounds, interests and individual needs to help everyone take part. They use words from children's home languages, family photos and books that reflect different cultures and experiences. However, the quality of teaching is not always consistent. At times, some children lose interest, and staff miss opportunities to build on their learning.

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Inclusion Expected standard

Leaders create an inclusive environment where children receive support that meets their individual needs. Staff identify concerns early through assessments, progress checks and regular monitoring. They work closely with parents and other professionals to plan support and review children's progress. This helps reduce barriers to learning and wellbeing. Leaders support children with special educational needs and/or disabilities (SEND) through a clear plan that matches support to their needs. Staff work with other professionals and use additional funding to provide extra support when needed. For example, leaders used additional funding to purchase sensory resources and equipment to support children with SEND. They also coordinated support from health and education professionals. As a result, children access learning, take part in activities and develop the skills they need to make progress.

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Inclusion Expected standard

Leaders also support children and families who face other challenges. Staff work closely with children's social care and other agencies when concerns arise. This helps children and families receive support at the earliest opportunity. They help children from service families stay connected with parents through family books, photos and shared messages. Staff use key words from children's home languages, bilingual books and cultural experiences to help children who speak English as an additional language feel included and take part fully. As a result, children feel valued, develop a sense of belonging and make progress from their starting points.

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Leadership and governance Expected standard

Leaders have designed a curriculum that reflects the needs, interests and experiences of the children who attend the nursery. They review observations, assessments and planning to check how well the curriculum supports children's learning and to identify areas for improvement. Leaders are reflective in their approach and recognise that the curriculum and planning systems are relatively new and require further embedding to ensure that staff have a robust understanding of the intent and implement it consistently well. Further refinement of the arrangements for the organisation of routines and transitions is also needed to further promote children's independence and to support children to sustain their attention.

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Leadership and governance Expected standard

Staff report that they feel well supported by leaders, both professionally and personally. Leaders and staff work collaboratively with each other and with parents and external professionals. This creates a joined-up approach to the support provided for all children, including those with barriers to their learning, and helps prepare children for the next stage of their education, including school.

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

Children enjoy their time at this nursery. They take part in activities that help them learn, play and explore. Staff know children well and use their interests and experiences to support

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Inspector:

Donna Frost their learning. Children make progress from their starting points and gain the skills they need for their next steps, including moving to a new room or starting school. Children with special educational needs and/or disabilities, children who speak English as an additional language and children from service families receive support that helps them take part in learning and achieve.

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Inspector:

Children feel safe, happy and included. Staff build caring relationships with children and help them feel valued. Children learn and play alongside their friends and take part in all areas of the nursery. Staff celebrate children's cultures, languages and family experiences. Children develop a sense of belonging because staff get to know them as individuals and work closely with their families. Parents feel welcomed and involved in their children's learning and development.

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Inspector:

Children thrive in a calm and nurturing environment. They learn to share, take turns and be kind to others. For example, children use a sand timer to help them take turns on popular bikes outdoors and manage this routine with little adult support. Children show confidence as they choose resources, solve problems and try new experiences. Staff help children overcome barriers to learning and wellbeing, while effective safeguarding arrangements help children feel secure. As a result, children develop positive attitudes to learning, build confidence in their abilities and flourish.

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Next steps

Leaders should use supervision and coaching to help staff improve their interactions and teaching, so all children benefit from learning that meets their needs. Leaders should help staff make better use of daily routines, including mealtimes and self- care activities, to help children become more independent. Leaders should review mealtime and transition routines to reduce waiting times and help children stay interested and involved throughout the day.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, children 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.

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Address:

Brock House Day Nursery Ltd, Vilberie Close Norton Fitzwarren TAUNTON Somerset TA2 6RS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Brock House Day Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:45

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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

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