Brambles Figheldean

Brambles Figheldean

Unique reference number (URN): 2558537 Address: Brambles Nursery, Ablington, Figheldean, SALISBURY, SP4 8JX Type: Childcare on non-domestic premises Registered with Ofsted: 09/10/2019 Registers: EYR, CCR, VCR Registered person: Brambles Outdoor Nursery Group 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 typically develop a broad range of skills and knowledge through a curriculum tailored to their interests, individual needs and stages of development. As a result, all children, including those who face barriers to learning, access a wide range of opportunities and make good progress.

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Achievement Expected standard

Children are confident and curious learners who typically explore activities independently and remain engaged for sustained periods. For example, babies eagerly access paint during mark-making activities, exploring colours and textures as they develop their creativity and early expressive skills. Older children enthusiastically create infused flavoured tea, discussing which natural materials they will add while sharing their ideas with others.

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Achievement Expected standard

Children build on their knowledge and experiences as they investigate, solve problems and work collaboratively. For example, younger children work together to build a ramp for vehicles to travel through a large tunnel, demonstrating imagination, resilience and a sense of achievement.

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Behaviour, attitudes and establishing routines Expected standard

Leaders provide a welcoming environment where children form warm and nurturing relationships with staff and their peers. Children feel reassured and develop positive attitudes towards others. For example, younger children show care and consideration for their peers, checking on their wellbeing and helping them retrieve their belongings when needed.

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Behaviour, attitudes and establishing routines Expected standard

Leaders take an inclusive approach to behaviour management and routines. As a result, children generally understand and follow expectations. For example, older children independently remove their outerwear and place it on their peg when they become too warm.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy each other's company and generally demonstrate positive social attitudes. They play cooperatively, share resources and take turns. When minor disagreements arise, older children are supported to resolve these appropriately, while younger children receive gentle guidance to help them manage their emotions and interactions. For example, staff encourage younger children to use simple phrases, such as 'stop, I don't like it', to express their feelings and help prevent conflicts from escalating.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of regular attendance. They monitor attendance patterns and work closely with families to address barriers through regular discussions. This helps children to attend regularly, establish positive learning habits and benefit fully from the experiences and opportunities on offer.

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Children's welfare and wellbeing Expected standard

Leaders establish policies and practices that support children's welfare, mental health and wellbeing. These are generally understood by staff and parents and are implemented across the setting.

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Children's welfare and wellbeing Expected standard

Leaders and staff promote healthy eating and support children to develop independence at mealtimes. For example, babies drink from open cups, while older children help prepare for meals and serve their own food. However, mealtimes are not consistently effective for younger children, who often wait for extended periods and are not consistently encouraged to develop their independence. As a result, some children experience unnecessary delays before lunch and have fewer opportunities to build self-help skills.

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Children's welfare and wellbeing Expected standard

Settling-in sessions are tailored to children's individual needs and help staff establish nurturing relationships from the outset. Staff adapt care routines to reflect children's interests, stages of development, allergies, dietary requirements and individual care plans, helping to ensure their needs are met effectively.

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Children's welfare and wellbeing Expected standard

Leaders and staff take an inclusive approach, ensuring that children's individual needs and circumstances are considered when supporting their health, wellbeing and daily routines. Children are taught about the importance of good oral health, particularly toothbrushing. For example, children engage in role-play activities, using model teeth and toothbrushes to practise brushing and develop their understanding of healthy routines.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious and inclusive curriculum across all 7 areas of learning. The curriculum is generally sequenced across the setting, enabling all children to progressively build the skills they need for their next steps in learning. Leaders review the curriculum regularly and generally support staff to develop their teaching skills. However, staff do not consistently engage children in their play. At times, children are not supported to re-engage in play, develop their curiosity or build on their learning.

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Curriculum and teaching Expected standard

Staff promote babies' physical development through opportunities to build their strength and coordination. They also support early communication by modelling language during sensory play. For example, staff use words such as 'pat' and 'dig', alongside actions, as babies explore the mud pit looking for worms, helping them make connections between words and actions.

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Curriculum and teaching Expected standard

Staff provide opportunities for children to develop their mathematical learning. For example, babies begin to develop an understanding of number as they count what they can see while sharing books with staff. Younger children develop their early counting skills as they count the stripes on a bumblebee while finding it a home. Older children use mathematical language to describe and compare the size of volcanoes as they engage in imaginative play with their peers.

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Inclusion Expected standard

Leaders have created a welcoming nursery where children, including those with special educational needs and/or disabilities, feel valued. Leaders work closely with parents from the outset, which helps them understand each child's needs and identify factors that could affect their learning or wellbeing. As a result, staff provide the appropriate support from an early stage, ensuring that children who need additional help are supported promptly.

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Inclusion Expected standard

Leaders typically work with staff and other professionals to plan and review individual support, ensuring it is adapted to children's changing needs. For example, children are supported to achieve their individual targets through one-to-one and small-group activities alongside adults and peers. As a result, children receive appropriate support, grow in confidence and make progress from their starting points.

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Inclusion Expected standard

Leaders use additional funding effectively to meet children's individual needs. For example, children in receipt of early years pupil premium access enriched experiences that support their wellbeing and broaden their understanding of the world around them, while also providing opportunities for families to participate together.

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Inclusion Expected standard

Staff regularly observe children and use ongoing assessments to identify any emerging gaps in their development. Parents are supported to access services, resources, books and guidance to help with important changes in family life, such as welcoming a new baby or support with potty training.

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Leadership and governance Expected standard

Leaders provide a supportive environment that helps children progress from their starting points through enriched outdoor learning experiences. They generally have a clear understanding of what the nursery does well and where improvements are still needed. Leaders typically reflect on practice, working closely with senior management to evaluate provision and take appropriate action to drive continuous improvement.

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Leadership and governance Expected standard

Leaders work closely with families and other professionals to support children's wellbeing, learning and development. They have a good understanding of how to access specialist support to meet the needs of all children, including those facing barriers to learning. Positive partnerships with parents and carers are promoted through regular information-sharing and effective communication systems. Parents report that they are well informed about their children's experiences and progress and that they highly value the warm, family-oriented atmosphere of the setting, as well as the range of events that encourage parental involvement.

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Leadership and governance Expected standard

Leaders implement effective procedures to ensure staff are suitable for their roles, including regular supervision, support and suitability checks. Staff are encouraged to engage in professional development that strengthens their curriculum knowledge and practice. They value the support they receive, report manageable workloads, and appreciate being able to complete training during work hours, which contributes positively to staff morale and retention.

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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 attend regularly and approach their learning with enthusiasm. Families experience a warm welcome, supporting children's confidence and sense of security. Children settle into the calm and nurturing environment. Babies show that they feel comfortable and secure by settling with familiar adults to share stories. Children regularly enjoy stories that support their communication and literacy development. They enjoy joining in by making the noises of the vehicles that they can see in the pictures. Children have opportunities to take books home to

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About this setting

share with their families, particularly if they are going through a transition such as potty training.

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About this setting

Children form positive relationships with their peers from a young age. Babies sit together as they explore natural materials on a sensory tray. They concentrate well, showing curiosity and perseverance as they explore how the objects feel and smell. Older children benefit from shared experiences with their friends as they decide which yoga pose to try next.

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About this setting

Children thoroughly enjoy their outdoor environment. Younger children develop their balance and coordination as they design and complete their own obstacle courses using tyres and wooden planks. They move through the course safely, working cooperatively and taking turns. Babies are given ample opportunity to cruise along low-level furniture. Generally, children make progress in their learning. They develop the skills they need to prepare them for their next stage of development.

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About this setting

Toddlers and older children benefit daily from the Walking Bus initiative that the setting has implemented. They engage in meaningful first-hand experiences as they walk through their local community to get to the setting. These experiences broaden children's understanding of the world and help them to keep safe.

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Next steps

Leaders should ensure staff consistently support children's play and make effective use of opportunities to extend and deepen children's learning. Leaders should ensure younger children's mealtimes are organised effectively to minimise waiting times and promote independence.

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About this inspection

The inspector spoke with leaders, practitioners, parents and children 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. Unique reference number (URN): 2558537

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Address:

Brambles Nursery, Ablington Figheldean SALISBURY SP4 8JX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Brambles Outdoor Nursery Group Limited

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Address:

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