Westview Day Nursery

Westview Day Nursery
Unique reference number (URN): 2634776
Address: 35 St. Margarets Street, Bradford-on-avon, BA15 1DW
Type: Childcare on non-domestic premises
Registered with Ofsted: 26/04/2021
Registers: EYR, CCR, VCR
Registered person: Blousie and Frank Limited
Inspection report: 25 June 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.

Strong standard
Behaviour, attitudes and establishing routines Strong standard
Leaders have developed a positive environment. Children develop an understanding of
behavioural expectations from the youngest age. For instance, babies help to tidy away
puppets together. This teaches the children to take a shared responsibility. Children benefit
from consistent, supportive relationships with staff. They ensure that all children understand
their routines. For instance, they use 'now and next' boards to help children know what they
need to do. Staff really understand children's needs and carefully adapt their approach to
support. For example, they support children to sit elsewhere to eat lunch if they find it too
busy.
Leaders have developed a real culture of kindness. Children learn to collaborate well and
support each other. For example, they say 'I can help you' and get more water to help others
build their sandcastles. Children learn to share and take turns as they receive consistent
support from staff. They help them to identify solutions and reinforce how kindness helps,
building empathy. Staff consistently praise and celebrate children's achievements, and
children do this for each other, such as praising their drawings. Leaders promote children's
attendance very successfully. For instance, they track patterns and change children's
sessions to ensure they can attend regularly.
Children's welfare and wellbeing Strong standard
Leaders consistently prioritise children's welfare and wellbeing. They have created an
inclusive culture, ensuring every child feels safe and supported. They adapt procedures in
the moment to protect children. For example, they move in to a different space, and change
sleep arrangements to reduce the impact of extreme weather. Staff work closely with
medical professionals and specialists to support individual needs, ensuring consistent,
attentive care.
Staff develop extremely secure and responsive relationships with children. Babies reach out
for their key staff. Older children manage change effectively as they trust in their consistent,
familiar staff. Staff support children to develop an understanding of their own wellbeing.
They encourage children to rest and use deep-breathing techniques so they learn to
manage their feelings. During mealtimes, staff prompt children to notice and name
vegetables. They always serve these first to promote healthy choices. They explain how
foods like cheese help teeth stay strong, and children eat well. Children learn how to keep
themselves safe. For instance, they confidently move out of direct sunlight and say, 'I need
to be in the shade'. Staff maintain safe sleep routines and calm, predictable care. They liaise
very closely with parents over weaning routines and eating habits, and use this knowledge
well. For example, they puree food for younger babies and offer alternative options for
children who struggle with food textures.

Expected standard
Inclusion Strong standard
Leaders ensure that children's individual needs are fully understood. They swiftly put in
place a wide range of adaptations to meet children's needs and reduce barriers to learning.
For instance, they use specific settling routines to ensure children make a positive start.
Leaders carefully adapt the environment to suit the needs of individual children so that all
can benefit from inclusive access. They use a range of approaches that support all children
and tailor these. For instance, they use picture cards for all children and make these larger,
or object-based for some.
Leaders use funding to make a clear impact for children, such as by providing swimming
lessons to build physical skills. Leaders have a comprehensive oversight of children's
individual needs. They regularly review and adapt their approach. For example, they change
targets more regularly for some children to better reflect their ongoing progress. Staff lead
small group sessions to carefully provide additional support, such as focused
communication sessions to build language skills. Children benefit as staff learn words in
their home languages, and help their peers to understand and use key words. Leaders use
their skills and experience to ensure that staff receive the support and training required to
meet every child's needs. Leaders work extremely closely with families and wider agencies
to ensure that children's experiences are cohesive and consistent. This includes those who
are known or previously known to children's social care.
Achievement Expected standard
Children typically make suitable progress in all areas. Their communication skills develop as
they chat happily with staff and to each other. Children share their thoughts and ideas. They
work together. For instance, they draw on large paper and add different parts to the design,
responding positively to each other's suggestions. Children grow in independence. They
serve their own lunch and take responsibility for themselves, such as by indicating when
they would like their nappy changed. All children are fully included in all opportunities.
Children generally become confident and curious explorers. For instance, they experiment
with putting pieces of cloth into a wind tunnel, exclaiming with joy as they watch them fly out
of the top. Children typically develop the knowledge and skills that they need for their next
stage of learning, including for the move on to school. For example, they build their stamina
in walking longer distances, and learn to be comfortable with different staff. This helps them
to approach changes with confidence.
Curriculum and teaching Expected standard
Leaders have developed a clear and carefully designed curriculum. This is typically well
understood by staff, who work to teach and revisit concepts. For instance, children are
taught how to make paper fans and later make them independently, recalling the correct
way to fold them. This enables them to build a depth of understanding. Typically, staff have a

clear understanding of what children need to learn next, and tailor their interactions to match
this. Babies develop their physical skills as staff give them time to experiment with
movement. For example, they explore with paint, and copy staff as they spin pine cones in
it. Older children learn to control their movements, such as when carefully pouring water into
a cup.
Generally, staff help children to build their communication skills effectively. For instance, they
encourage babies to repeat key words. Typically, staff engage older children in conversation
and ask skilful questions, but this is not yet consistent. This means that children do not
always explain their thinking and develop their speaking and listening skills. Children
develop a real love of books. They often choose them independently and ask staff to read
with them. Children engage in mathematical learning. However, this is not always matched
well enough to their existing understanding. For example, children are taught about 'teen'
numbers, before they have an understanding of numbers to 10. This means that children do
not always build their knowledge, as it is beyond their age and stage of development.
Leadership and governance Expected standard
There have been changes in the leadership structure over the past year. Leaders have
managed these well. New leaders receive suitable support and training to move into their
roles confidently. The leadership team works in a collaborative manner. All leaders typically
have an understanding of the setting's strengths. They identify suitable areas for
improvement, and continually reflect and adapt their approaches. Leaders really prioritise
the wellbeing of children and staff. They carefully assess risks to this and adapt suitably.
Staff enjoy their roles. They feel valued, supported, and listened to. They appreciate leaders'
commitment to their wellbeing. Leaders typically manage workload carefully, and provide
meaningful access to training. This support has been particularly effective for staff who are
new to leadership roles. However, not all staff are yet contributing to the ongoing
improvement in quality of provision. Leaders have not yet established ways for all staff to
contribute to evaluations of the setting, so they do not all consistently make continual
improvements which benefit children.
Leaders build effective partnerships with parents and the wider community. Parents describe
staff as loving and attentive. They value the detailed communication they generally receive.
Parents highlight the positive impact of the broad range of extra-curricular experiences, such
as animal visits. Leaders engage effectively with all families. They offer practical support,
such as on-site hairdresser visits. Leaders also regularly invite parents to join for events,
such as rainforest dance workshops. This family engagement creates a community where
children feel secure and families typically feel genuinely included.

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 arrive with enthusiasm and are greeted warmly by caring staff. They settle into their
days quickly, supported by staff who know them well, and adapt their approach to suit each
child. For instance, children go to their favourite spaces, such as the indoor climbing frame,
to begin their day in their own way. Children feel safe and valued. This enables them to
explore and investigate their environment from their safe base. For example, babies take
tentative early steps towards interesting resources. They look up at staff for reassurance
before they continue. Children benefit from the well-planned and well-resourced

Inspector:
Alanda Phillips
environment. This further promotes their desire to investigate and explore. These skills
prepare them well for their next steps in learning.
Babies develop a growing love of learning as they join in collaborative experiences with
peers and staff. For example, they clap and babble happily along as staff sing action songs
in the garden. They learn to maintain attention and build their communication skills. Older
children also really enjoy their learning here. For example, they jump and clap with delight
as they describe their water-play experiences to staff. They benefit from a wide range of
extra-curricular activities, such as yoga, swimming, dance and forest school. These extra
experiences build their understanding of the world and help them to grow in confidence and
skill. All children are provided with the adaptations that they need to ensure they can access
these experiences.
Children develop their curiosity and sense of enquiry. For instance, they explore different
parts of the world in varied activities. They experiment with mixing bright paint colours,
inspired by Caribbean artwork and fabrics. Children enjoy their time in the setting, so they
learn to attend regularly. Leaders actively encourage regular attendance, and remove
barriers to it. Parents are able to attend events such as first-aid training and dance
performances. This helps children to feel part of a cohesive community.
Next steps
Leaders should ensure that mathematical teaching is carefully sequenced and matched to
children's existing knowledge, and that misconceptions are not reinforced.
Leaders should ensure that all staff consistently use all interactions as a chance to
purposefully develop children's language and communication skills, through the use of
conversation and open questions.
Leaders should ensure all staff can contribute to evaluations of the setting, to help make
continual improvements which benefit children.
About this inspection
The inspector spoke with leaders, staff, parents and children 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.

About this setting
Unique reference number (URN): 2634776
Address:
35 St. Margarets Street
Bradford-on-avon
BA15 1DW
Type: Childcare on non-domestic premises
Registration date: 26/04/2021
Registered person: Blousie and Frank Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30
Local authority: Wiltshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 25 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
89
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.
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