URN EY242198 · Inspected 2026-02-03 · Published 2026-06-15 · Inspector: Victoria Jones Sarah Roberts Jemma Honey Marie Swindells
Rosemellin Gooseberry Bush Day Nursery Unique reference number (URN): EY242198 Address: Cliff View Road, CAMBORNE, Cornwall, TR14 8QH Type: Childcare on non-domestic premises Registered with Ofsted: 24/07/2002 Registers: EYR, CCR, VCR Registered person: Rosemellin Goosberry Bush Inspection report: 3 February 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement 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. How we evaluate safeguarding When we inspect settings for safeguarding, they can have the following outcomes: 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. Expected standard Achievement Expected standard Babies develop their early communication and literacy skills as staff share stories, books and songs. Toddlers build their early mathematical understanding and musical awareness through counting songs and number-based activities. Generally, children of all ages show social confidence and form positive relationships with peers and staff, and they demonstrate cooperation during their play. However, some children do not make consistent progress towards their next stage of learning. At times, some children wander and flit between activities with limited interactions from staff. This prevents children engaging in sustained play and developing their concentration skills further. Pre-school children develop early mathematical skills and confidently count to 10. They recall and apply previously learned knowledge of number, which helps them to build on their understanding. Children develop a sense of self-worth and belonging, smiling as they complete activities. They persevere to overcome difficulty and demonstrate growing independence and responsibility, such as returning resources and tidying away. Generally, children with special educational needs and/or disabilities receive targeted support, enabling them to make progress from their starting points. Behaviour, attitudes and establishing routines Expected standard Typically, children understand the expectations for behaviour. Staff consistently model respectful interactions, helping children to learn how to play cooperatively and manage their own behaviour. For example, children are polite and say 'please' and 'thank you' to each other often. Children form warm and trusting relationships with staff, which supports their confidence and sense of belonging. However, at times, staff do not consistently encourage all children to engage in group activities. This impacts how children develop their social skills. Staff support children to be independent. For example, they provide opportunity for babies to confidently attempt to walk and use climbing and push equipment. Toddlers and pre-school children know the outdoor routine and gather their sun hats to wear outside. Afterwards, they know how to independently wash their hands when they come in from the garden. Overall, leaders and staff tailor experiences for children with special educational needs and/or disabilities (SEND) so they can meet expectations alongside their peers. For example, staff make appropriate adaptations to help children with SEND focus by working flexibly around individual routines. This supports children to remain regulated and develop a positive attitude towards their learning. Leaders monitor children's attendance and punctuality promptly. They recognise the positive impact regular attendance has on children's learning and their ability to be ready for their next stage of formal education. Leaders review all children's accidents and minimise potential hazards in the environment, resulting in a reduction of accidents. Children's welfare and wellbeing Expected standard Leaders ensure that staff have a suitable understanding of policies and procedures to promote children's health and wellbeing. For example, staff receive training on how to be alert to and manage children's allergies. As such, staff demonstrate a clear understanding of procedures for managing these in communication with both the nursery's kitchen staff and parents and carers. Leaders share procedures for when children are eating with staff as part of their induction to reduce the likelihood of choking. This helps to ensure children's safety and welfare. Leaders and staff work collaboratively with parents on providing healthy lunch boxes. Staff discuss healthy choices with children at mealtimes. Pre-school children learn about different types of foods. Staff teach toddlers and pre-school children about how to look after their bodies. For example, they learn about sun safety and how to care for their teeth. This helps children to adopt healthy habits from a young age. Overall, staff consider the individual needs of most children, including those with special educational needs and/or disabilities (SEND). Despite some staff not having a comprehensive knowledge of children, they still form close attachments with them. Generally, staff know children well and sensitively attend to their needs. For example, staff provide care for children with SEND in line with their health needs. All children benefit from secure and responsive relationships with staff. This supports children's physical development, personal safety and emotional wellbeing. Curriculum and teaching Expected standard There is an ambitious and sequential curriculum across all areas of learning. For example, staff develop babies' hand–eye coordination skills through sensory play. Babies have the opportunity to empty and fill containers with sand and water. Staff engage in back-and-forth conversations that support children's language development and early mathematical understanding. Generally, staff intervene when appropriate and support babies to practise holding and manipulating tools. As a result, young toddlers use cutlery and feed themselves independently at lunchtime. The well-designed curriculum prioritises children's physical development and promotes confidence in their self-care skills. Leaders tailor the personal, social and emotional development curriculum to meet the needs of children and promote their wellbeing. For example, leaders endeavour to allocate the same key persons for children with special educational needs and/or disabilities and children known or previously known to children's social care throughout their time at the nursery. Although children form secure bonds with many staff, this helps ensure that these children feel settled and typically have their needs met effectively. Overall, leaders implement a curriculum that celebrates children's similarities and differences. They invite parents and carers into the setting to share and celebrate different languages. This helps children to learn about the uniqueness of others. However, inconsistencies in the implementation of the curriculum mean that, at times, some children are not always extended in their learning. For example, staff read a very familiar book to pre-school children. Although these children enjoy the story, staff do not routinely use this as an opportunity to develop their comprehension skills further. Inclusion Expected standard Generally, children with special educational needs and/or disabilities make typical progress in their learning from their starting points. For example, some children who start their journey as non-verbal toddlers now use more speech and communicate clearly with their pre-school peers and staff around them. However, leaders do not ensure that staff identify and address swiftly all children who may face barriers in their learning so they can make the progress they are capable of. For example, inconsistencies in leadership oversight lead to gaps in some staff's knowledge about children who may require additional support. Typically, leaders and staff make appropriate adaptations to activities, routines and the learning environment so all children can access the curriculum. They access relevant training to ensure that strategies used with children are effective. For example, staff use visual aids and hand signs to help children communicate their needs. Overall, leaders work in close partnership with families. They engage effectively with external professionals to shape children's support and experiences. Leaders use early years pupil premium funding purposefully to identify gaps in learning and wellbeing, resulting in improved outcomes for children. Leaders also provide effective support for children known, or previously known, to children's social care, ensuring that they prioritise and monitor them carefully. Leadership and governance Expected standard Overall, leaders have a clear understanding of the children and families the nursery serves. This informs its strategic priorities. Leaders show commitment to ensuring that all children make progress across the early years foundation stage framework. Recent adaptations to the provision mean leaders can offer all children, including those with special educational needs and/or disabilities, more space to dance and be active. Additionally, an extended baby unit provides the youngest children with an area to promote and build on their prime areas of learning. Leaders support staff wellbeing and are responsive to their requests to further their professional development. Staff have regular supervision sessions and generally access training to keep their practice current for the benefit of children. Overall, leaders identify areas for development and accurately assess the quality of the provision. However, they do not have a detailed oversight of staff practice. Leaders do not consistently strengthen staff interactions to ensure that these are not just supervisory but also focus on delivering high- quality teaching and learning. Leaders have oversight of progress checks completed when children are between the ages of 2 and 3 years to ensure the quality of assessments. Generally, leaders and staff work effectively and collaboratively with parents and carers to help children to make progress towards their next steps of learning. For example, they share children's achievements with parents so they can further support children's learning at home. Compulsory Childcare Register requirements This setting has met the requirements of the compulsory part of the Childcare Register. How we check if a provider meets the requirements of the Compulsory Childcare Register When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes: Met Not met Voluntary Childcare Register requirements This setting has met the requirements of the voluntary part of Childcare Register. How we check if a provider meets the requirements of the Voluntary Childcare Register When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children enter the nursery confidently, and staff welcome them warmly. Positive relationships run throughout the setting and help children to feel safe, valued and included. Inspectors: Victoria Jones This sense of belonging supports children's emotional development and builds their social confidence. Children eagerly interact with peers and staff and show enthusiasm for learning. Babies explore their environment with interest. They develop physical skills as they pull themselves up, crawl and move around the room. Toddlers take part in activities that promote their early mathematical thinking, communication and social development. Some toddlers tell each other how old they are and begin to deepen their knowledge of numbers. Pre-school children participate in group activities that encourage listening, cooperation and growing independence. This helps to prepare them for their transition to school. For example, pre-school children create robots and explore early mathematics when comparing the size of robots and counting the number of arms. Generally, children play alongside their peers with the support of staff. During water play, staff join pre-school children as they explore tubing and funnels. They listen to staff modelling rich language and ask effective questions. Pre-school children ponder and develop their thinking skills in response. During play dough activities, other children use rollers and cutters with confidence and excitement. They proudly show their 'happy monsters' they create to staff. Children add different features, such as eyes, a nose and a smile, before squashing it into a ball and laughing out loud. Typically, staff know and support all children, including those with special educational needs and/or disabilities, to make progress from their starting points. Next steps Leaders should ensure that all children who may face barriers in their learning are swiftly identified and addressed so they can make the progress they are capable of. Leaders should strengthen their oversight of staff interactions to ensure that all children are consistently engaged and extended in their learning. About this inspection The inspectors spoke with leaders, staff, the special educational needs and/or disabilities coordinator, children and parents and carers during the 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. Sarah Roberts Jemma Honey Marie Swindells About this setting Unique reference number (URN): EY242198 Address: Cliff View Road CAMBORNE Cornwall TR14 8QH Type: Childcare on non-domestic premises Registration date: 24/07/2002 Registered person: Rosemellin Goosberry Bush Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Cornwall Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 3 February 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 167 Our grades explained Exceptional Practice is exceptional: of the highest standard nationally. Other settings can learn from it. Strong standard The setting reaches a strong standard. Leaders are working above the standard expected of them. 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. Needs attention The expected standards are not met but leaders are likely able to make the necessary improvements. Urgent improvement The setting needs to make urgent improvements to provide the expected standard of education and/or care. The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. 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