Yellow Brick Road, Newark

Yellow Brick Road, Newark

Unique reference number (URN): 2855106 Address: 29 Beacon Hill Road, Newark, NG24 2JH Type: Childcare on non-domestic premises Registered with Ofsted: 22/09/2025 Registers: EYR, CCR, VCR Registered person: Yellow Brick Road Newark 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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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have high expectations for children's behaviour and effectively support children to have positive attitudes about their learning. Staff consistently manage children's behaviour effectively. Leaders have created a robust curriculum that encourages positive attitudes to lifelong learning. For example, in each room, children learn about expectations and boundaries, which staff promote regularly, and children have an impressive understanding. As a result, children support each other's behaviour and attitudes by reminding other children when boundaries are crossed and help each other to learn.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff are positive role models and continuously show positive attitudes to learning. They constantly praise children for their achievements and offer tailored individual support when needed. As a result, children are confident to try new experiences and successfully build their self-esteem. Children follow the established routines that are skilfully modelled by staff. For example, children independently manage self-care routines, such as wiping their noses, and daily tasks, such as handwashing and serving their own food.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff rigorously monitor children's attendance through discussions with parents to help them understand the importance of regular attendance. This helps children to reach their full potential.

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Inclusion Strong standard

Staff gather information about children's individual needs from parents and carers before they start at the setting. They use this information to provide activities and experiences based on children's interests and have high expectations for meeting children's needs. They skilfully remove barriers to learning to ensure all children, including those with special educational needs and/or disabilities, receive the best start to their learning. Leaders have embedded an inclusive culture and established a robust internal referral process within the leadership team, where staff can access professional support. This means children receive early support, and children's targets are met quickly. Leaders demonstrate a secure understanding of how to use early years pupil premium funding, and, as a result, staff expertly support children's personal and emotional skills.

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Inclusion Strong standard

All children have a strong sense of belonging. Staff skilfully provide high-quality interactions and a highly supportive environment for all children to feel safe and learn, supporting those with specific needs and enabling all children to reach their full potential. Leaders and staff work collaboratively with external professionals to ensure children, including those with special educational needs and/or disabilities, make fast progress from their starting points.

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Leadership and governance Strong standard

As a new leadership team, leaders have undertaken a thorough review and developed a secure understanding of the setting's many strengths. They continually reflect and instil a culture of continuous improvement. They show passion and commitment to providing high-

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Expected standard

quality care and education for the children and staff team. Leaders are highly reflective and act quickly to make changes to the setting and constantly review the impact of their actions. For example, they are working with external professionals within the local community to develop and deliver training to their own staff and other settings in the area.

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Expected standard

Leaders have worked hard on designing an ambitious curriculum that offers a broad range of experiences and aims to give children life skills they will use later in life. They have consistently high expectations and professionalism, which is embedded across the setting.

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Expected standard

Leaders complete regular supervision and appraisal meetings with staff. They provide them with feedback on ways to continually strengthen their practice. This includes providing staff with opportunities to support their own professional development and extend their knowledge. For example, staff have recently completed training on safer sleep practices, and staff now have impressive knowledge of these new requirements. Leaders monitor staff's teaching through completing observations of their practice and helping staff to evaluate the impact this has on children.

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Expected standard

Targeted training and coaching have strengthened staff expertise and improved the quality of the environment and learning experiences for all children. Staff feel well supported and benefit from regular professional development. Staff feel respected, are enthusiastic and demonstrate genuine commitment to children's learning. Staff have positive relationships with parents. They consistently suggest ways to complement children's learning at home through activities and providing books for them to borrow to take home to read with their children.

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Achievement Expected standard

Children generally, including those who may face barriers to their learning, make expected age and stage levels of progress. They develop key skills to support their future learning. Younger children learn to communicate confidently by repeating words staff say and learning new vocabulary. Older children learn to listen and share their ideas and opinions. Furthermore, children engage in meaningful conversations with each other, and staff ask questions to promote their thinking skills. This helps them to learn skills that prepare them for the next stage of their learning.

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Achievement Expected standard

Overall, children are independent. For example, babies and young children choose what they would like to play with and learn to feed themselves. Older children pour their own drinks from a water station and wash and dry their cups after they have finished. Leaders and staff have incorporated routines like this into daily practice to help children learn the life skills that they need for their future education. Children benefit from targeted support that enables them to access their learning. This results in children making progress from their starting points.

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Children's welfare and wellbeing Expected standard

Leaders and staff have created a welcoming and nurturing environment across the nursery, where children thrive and develop long lasting relationships with staff and one another. Staff promote children to learn about healthy lifestyles and to benefit from daily opportunities of outdoor play, and they frequently go on outings in the local community. For example, children engage in physical exercise while walking to a local bookshop to take part in a group reading experience.

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Children's welfare and wellbeing Expected standard

Children form very trusting relationships with staff. They confidently make independent choices in their play. Staff ensure that children of all ages can access the routines. For example, staff adapt the daily routines to reduce barriers to learning for all children, including those with special educational needs and/or disabilities.

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Children's welfare and wellbeing Expected standard

Children develop positive attitudes towards healthy eating and enjoy fresh, nutritious meals tailored to their dietary requirements. Staff eat alongside the children and model positive social behaviours, encouraging children to be independent, use polite language and help them form respectful habits. However, staff can further encourage children's independence and active involvement during meal routines.

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Curriculum and teaching Expected standard

The new leadership team have implemented a well-planned curriculum that supports learning across all areas of learning. Staff prioritise their teaching to help children learn the life skills that they need for future learning. They have a good understanding of what children can do and what they would like them to achieve, using assessments to focus on what children need to learn next. For example, children bake or cook weekly to help them learn these life skills from an early age, and adapt this process to include children's next steps, such as counting or developing their social skills. However, when planning activities or experiences, staff can more accurately identify how to build on the skills and knowledge children already have.

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Curriculum and teaching Expected standard

Staff demonstrate high-quality interactions with the children. Conversations flow naturally and they ask open-ended questions to encourage children's language development and thinking skills. Staff make adaptations to their practice to meet the individual needs of children, including those with special educational needs and/or disabilities and those who face barriers to their learning. For example, staff implement learning tools, such as visual aids or photos, to help children understand routines to support their understanding.

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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 thoroughly enjoy their time at this inclusive and nurturing setting. The environments are warm and welcoming, and staff enthusiastically welcome children and parents when they arrive. Staff continue to provide regular reassurance and encouragement throughout the day, and, as a result, children feel valued, supported and safe.

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

Children's communication and language development is supported through stories, songs and rich interaction from staff. Across all ages, children smile and show clear excitement. Younger children join in with songs at group time, while older children talk and share

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Inspector:

Craig Curtis-Stanley experiences from their home life. For example, staff talk to children about cooking and their favourite meal, which quickly turns into a conversation about where children have eaten, such as a café, restaurant or supermarket. They use this to extend language and help children to make meaningful connections to the everyday world they live in.

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Inspector:

Children progress from their individual starting points and achieve well for the next stage of their learning. For example, staff plan purposeful experiences to support their independence, vocabulary and physical skills. They also help children to lead their own play, giving children time to solve problems for themselves and offering support when needed.

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Inspector:

Robust routines help children to learn what is coming next in their learning. Staff skilfully offer choices to children and set clear expectations and boundaries. This helps children to understand how to manage their emotions and behaviours and also support their peers to do the same. Staff encourage children to use their knife and fork when eating, which they do with confidence. Children continue to develop patience and persistence as they approach play and planned experiences.

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Inspector:

Children, including those with special educational needs and/or disabilities and those who may face barriers to their learning, are supported well. Staff and leaders have a good understanding of the needs of the children in the setting. Staff adapt their teaching to support children's individual needs and help them to reach their full potential, ready for the next stage in their education.

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Next steps

Leaders should strengthen the use of assessments to help staff identify how to more precisely build on children's skills and knowledge. Leaders should help staff to understand how they can consistently support children during routines and play to further promote their independence.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator 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:

Type: Childcare on non-domestic premises

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Address:

Registered person: Yellow Brick Road Newark Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Address:

Local authority: Nottinghamshire County Council

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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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