Brookdale Day Nursery Ltd

Brookdale Day Nursery Ltd

Unique reference number (URN): EY356272 Address: Hala Road, Lancaster, LA1 4QJ Type: Childcare on non-domestic premises Registered with Ofsted: 15/08/2007 Registers: EYR, CCR, VCR Registered person: Brookdale Day Nursery 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 enjoy their learning, lead their own play and develop skills and knowledge that will serve them well throughout life. They build relationships with staff and each other. Children demonstrate social skills as they sit together for meals and as they contribute in turn during daily group times. They learn and chat together, enjoying conversations and activities. Children develop coordination and control as they play with dough, paint and make hedgehog collages with leaves they have collected from the gardens, for instance. They learn how they are each unique as they look in mirrors and talk about their eye and hair colour, for example. Children build independence skills. Babies feed themselves competently and older children learn to cut and prepare fruit for their snack. Children, including those with special educational needs and/or disabilities, typically make sustained and appropriate progress from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff typically have appropriate expectations for all children, including for those with lower starting points or challenging circumstances. They maintain a positive learning environment, where children are known well. Children play and learn in bright and spacious rooms and outdoor areas. Children's social skills are supported as they play together with peers and mix with others of different ages. Staff support children to behave well and to learn about their feelings and emotional responses. Staff focus children's attention and breathe with them when they experience mild upset, for example. Children are familiar with this technique and soon regain their calm.

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Behaviour, attitudes and establishing routines Expected standard

Some routines, such as those around hygiene, are well understood and followed. Young children know to wash their hands after outdoor play and blow their own nose, for instance. Other routines are implemented with less consistency, particularly around mealtimes. For instance, older children eat at tables for lunch but on the floor for snack. This does not always help children to understand expectations clearly. Leaders support families, offering flexible attendance arrangements, for instance, to help children attend regularly and punctually, in preparation for school routines.

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Children's welfare and wellbeing Expected standard

Staff's practice is typically appropriate and supports children's welfare and wellbeing. Leaders and staff understand how to manage sleeping and eating arrangements safely and implement these well. Leaders consider children's nutrition and oral health and support families with this too. Visits from dentists help children and families to understand more about tooth brushing and the effects of different food and drink options. Leaders offer parents and carers advice about healthy lunch boxes and support with weaning, as needed. Staff discuss healthy foods with children and help them learn to make positive choices.

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Children's welfare and wellbeing Expected standard

Staff generally consider when children may need rest to support their development and learning appropriately. Babies and children with specific needs are sensitively supported, for instance, as they settle to sleep after lunch. Staff offer cuddles and comfort, reinforcing the secure attachments that help children to feel safe and nurtured. This supports children's emotional development. Engaging in active play supports children's healthy lifestyles and habits for the future. Children learn to manage appropriate risks, such as chopping fruit for their snack with safety knives or climbing onto a low branch of a tree with staff supervision.

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Curriculum and teaching Expected standard

Leaders typically understand the quality of provision and that improvements can be made to enhance this further. Although staff's interactions with children are generally supportive and help them to make progress, there are variations in the quality and consistency of teaching across the nursery which leaders have not fully addressed.

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Curriculum and teaching Expected standard

Babies are sensitively supported to quickly learn new skills and develop their interests. Children enjoy singing, stories and generally develop their language skills appropriately. Staff generally engage well with children and support their emerging and developing communications. Staff have begun to use some simple signs to support children's communication, particularly those who are less verbally able. They use assessment tools to determine where additional support may be needed. Babies and children benefit from using the calm, sensory space.

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Curriculum and teaching Expected standard

Children's physical development is well supported, and a focus on outdoor play promotes this effectively. Children develop skills, such as climbing and balancing, strengthening their muscles as they learn about nature and the environment, for instance. Babies and children develop secure attachments with caring staff. They approach them for comfort and for help when needed. Children typically make progress across all areas of their learning, developing a secure base of understanding in preparation for their future education.

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Inclusion Expected standard

Children's needs are identified and addressed early. Supporting inclusion is a passion of leaders and they are astute in recognising emerging needs. They hold open conversations with families early on to address any potential issues. Leaders make adaptations which are thoughtful and support children's needs, through equipment, resources and additional individual attention. Children benefit from the care and attention of the staff they have formed attachments with. The key-person system supports continuity of care and helps children get to know their key staff.

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Inclusion Expected standard

Children's progress is monitored effectively, and advice and external support are sought and secured, where needed. Leaders work with a range of other professionals involved in children's care, to ensure support changes along with children's needs. Additional funding is thoughtfully considered, and leaders are persistent in securing access to this. It is used to support children's needs, for instance, providing sensory resources for those with special educational needs and/or disabilities. Leaders work closely with families and support them through complex processes, such as securing support, funding and options for children's ongoing education. Children with barriers to their learning typically make sustained progress from their starting points and in preparation for the next stage of their education.

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Leadership and governance Expected standard

Leaders are committed to their roles and show a passion for maintaining and developing the quality of provision. They seek out support and gain ideas and examples of positive practice from other early years professionals. This helps them to continually develop in their roles. Leaders have made improvements in key areas since their last inspection. For instance, they have enhanced how they communicate with families, which is now a strength, and have embedded hygiene practices well throughout the setting. Inclusion is a focus for leaders, and they dedicate time to supporting children with barriers to their learning, and their families. Leaders work well with families and with other agencies and professionals, particularly to support children who face disadvantage.

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Leadership and governance Expected standard

Leaders are generally reflective of the provision and monitor staff's practice. They support staff to gain early years qualifications and direct them to other, relevant training to enhance their practice. For example, staff access training to help them support babies or to develop children's communication further. Staff's wellbeing is thoughtfully considered and they feel valued as part of the team and supported in their roles. Deployment arrangements do not always support staff who are less confident or newer, to learn consistently from those with more experience. This means that, at times, there are variations in the quality of teaching and engagement with children across the setting.

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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 are happy and enjoy their time at the setting. They benefit from the homely and nurturing approach of the family-run setting, where leaders and staff know them and their families well. Children enjoy a range of age-appropriate resources and activities and develop key skills and a base of knowledge to support their future learning. Outdoor learning is a focus, and children enjoy daily play in the expansive outdoor areas. They sit on a low tree branch, chatting with their friends, and collect fruit from the orchard, working together to push a small wheelbarrow. Leaders offer fruit, grown at the nursery, for families to enjoy at home, promoting healthy eating and partnerships with parents and carers.

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

Children feel a sense of belonging, knowing they have their own space to put their belongings, for instance. Children, including those with special educational needs and/or disabilities (SEND), are supported in appropriate ways to develop their independence and confidence. Children beam with pride as staff celebrate their small steps of achievement, such as recognising their own peg and hanging up their coat. Children develop close attachments with caring staff, who know them well. Children with SEND have their needs addressed and met well. All children typically make progress from their starting points and are prepared for their transitions within the nursery and on to school.

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

Children and their families are welcomed and valued. They are offered tailored support around a range of family circumstances and to help children settle and attend regularly. Families' backgrounds are celebrated and they contribute to the setting through, for instance, sharing food, key words in home languages and traditions. Communications with parents help staff to understand children's interests and routines from home. They typically tailor care to help all children to feel included and celebrated for their unique nature.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Brookdale Day Nursery Ltd

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Address:

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

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Next steps

Leaders should review deployment arrangements to support all staff to mentor and learn from one another, to enhance the consistency and quality of teaching across the setting. Leaders should enhance the consistency of routines during some key times of the day, particularly around meal and snack times, to help children understand expectations more clearly.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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