Tiny Bubbles @ Jesters

Tiny Bubbles @ Jesters
Unique reference number (URN): EY486437
Address: Jesters Adventure Play, Beversbrook Industrial Estate, Calne, Wiltshire, SN11 9PL
Type: Childcare on non-domestic premises
Registered with Ofsted: 19/03/2015
Registers: EYR, CCR, VCR
Registered person: Jester's Adventure Play Ltd
Inspection report: 30 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.

Expected standard
Achievement Expected standard
Children make steady progress across all areas. They gain skills in readiness for their move
on to school. Children develop their speech, confidence and social skills at this nursery.
Younger children and babies begin to develop their attention and concentration. They enjoy
singing sessions and being involved in choosing the songs, picking corresponding cards and
joining in with some actions. Children build friendships and keep busy selecting things that
interest them from the resources available. Children typically develop positive attitudes to
learning and doing things for themselves. Older children work together to build dens inside,
finding and adapting materials to create their desired effect. Children use foam bricks to
design and build obstacle courses, walking and balancing along these with increasing skill.
They listen and engage with activities, and generally join in with routines effectively. Children
with special educational needs and/or disabilities reach their potential and are well prepared
for the next stage of their education.
Behaviour, attitudes and establishing routines Expected standard
Relationships between children and staff are well established. This helps children to enjoy
their time at this nursery. Staff form close and beneficial bonds with children. They join them
in their play and are genuinely interested in what they are doing. Leaders understand the
importance of supporting children's regular attendance. They work with parents and carers
to help them with this. Leaders provide resources to help ensure children do not miss out on
tailored experiences.
Staff typically support children's behaviour well, helping children to share toys and take turns
with resources. They give children reminders to respect others' needs and play
cooperatively. Staff generally encourage children to try new things. They offer children plenty
of exploratory play to encourage them to test out their ideas. Overall, they think through their
routines to offer children some useful opportunities to develop their skills. Older children find
their drinks bottles and bring these over to the lunch table. They wash and then dry their
dishes after their meal. However, at times, staff do not help children to listen and focus on
tasks fully, such as to tidy away the toys. Additionally, they do not use all opportunities for
children to persevere with trickier tasks. For example, staff do not consistently encourage
children to use tools effectively in activities or use cutlery, rather than their hands, to eat their
lunch.
Children's welfare and wellbeing Expected standard
Staff attentively support children. They form caring bonds that build children's confidence
and emotional wellbeing effectively. Staff working with the toddlers and babies offer patient,
reassuring support. This helps new children to settle quickly and successfully. Staff support
children's care needs thoughtfully. They link to babies' home routines so that their individual
needs are followed. Staff set up sleep routines and areas with children's safety in mind.
They monitor sleeping children appropriately. Staff help children to manage their emotions;

this includes children who need additional and perceptive support. They help older children
to communicate their frustrations and negotiate with each other effectively.
Overall, staff teach children to make beneficial choices and develop healthy lifestyles.
Generally, they help children develop some aspects of their independence. For example,
during some meals, staff encourage children to pour themselves healthy drinks of water.
Leaders have set up an indoor room with soft-play equipment for children to be active and
develop their physical skills. Staff also take children to the nursery's outdoor area to have
periods in the fresh air. They promote children's safety, monitoring the group closely as they
move downstairs. They make sure the areas and access are secure and give children clear
reminders on safe practices. Older children enjoy using wheeled toys here and practising
their skills on the swing. Leaders have plans to develop the outside area, to provide more
opportunities for children to build a wider range of skills here.
Curriculum and teaching Expected standard
Leaders have led the improvement of staff's interactions with children since the last
inspection, to develop children's communication skills further. Staff give children time and
encouragement to communicate their needs, including children who need additional support
in this area. They offer babies and young children suitably adapted language so that they
can hear and copy key words. Staff notice things that children are interested in and join
them in activities, modelling new words and skills. They encourage older children to think
and progress their understanding in different areas. For example, staff help children to
notice and read numbers on the jug they are filling with water, developing their mathematical
skills. Babies receive encouragement to build their confidence with new materials. For
example, they enjoy exploring sensory scarves and noisy shakers.
Leaders have supported the development of the curriculum since the last inspection.
Children's key persons know them well. They undertake regular assessments of what
babies and children can do, and then outline what they need to learn next. There is some
sharing of information with parents and carers regarding this at periodic meetings. There is
more in-depth regular liaison and sharing of information for children with barriers to their
learning and those with special educational needs and/or disabilities. However, staff do not
frequently share such information with all parents. This does not help them all to work
together to help children's skills progress to consistently high levels.
Inclusion Expected standard
Leaders work closely with children's key persons to outline any persistent gaps in children's
learning, or any areas where children are struggling to achieve skills. Leaders promptly seek
support from outside professionals for children with special educational needs and/or
disabilities (SEND). This helps staff to gain new ideas to help their effectiveness. Staff
undertake additional targeted assessments, outline further steps and implement strategies
and support from these. This is effective in closing gaps in children's learning and helping
children reach their potential. Staff offer patient support to help children successfully
manage their frustrations or express themselves.
Leaders and staff in the pre-school liaise with teachers to support children's move on to
school. They hold additional meetings to share targeted arrangements for children with

SEND. Overall, leaders and key persons work with parents and carers to gain information
on children's development. They use strategies to help children achieve outlined skills. This
is particularly effective for children with some barriers to their learning. Leaders liaise with
parents of children who speak more than one language, linking suitably to children's home
languages to help their skills in English too. They use additional funding wisely. This helps to
bridge gaps in children's development and experiences, and further assists with their home
learning.
Leadership and governance Expected standard
Leaders and staff show dedication to the provision and that they want the best for children.
Leaders have focused on progressing practice since the last inspection, particularly on
fulfilling the outlined actions. They have engaged with local authority advisers to gain advice
and support to implement improvements. Leaders have supported staff training in suitable
areas, such as in relation to children's communication and language. This has helped to
raise the quality of interactions with children to increase their communication.
There have been staff changes recently. Leaders work hands-on in the nursery to ensure
that they are maintaining suitable support for children. They lead appropriate recruitment,
induction and supervision of staff, ensuring they have regular meetings and chats to support
staff wellbeing. Leaders support the close liaison of the team to help their effectiveness.
They undertake some ongoing further reflection, outlining aims for additional improvements.
They have plans to develop the outside area and enhance children's learning outdoors
further.
Leaders liaise with parents and carers and other professionals. They form a close team to
support children with special educational needs and/or disabilities and those with barriers to
their learning. Leaders lead parents' evenings three times a year, for staff to share
information on children's learning and development. However, between these times, staff do
not consistently share further clear and comprehensive information on children's individual
achievements, progress and areas needing support. This means there is not always a fully
consistent and concerted approach to the support all children receive across both their
home and the nursery.

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
Babies and children develop close bonds with staff. This helps their confidence and
wellbeing and develops their sense of belonging in the nursery. Children are valued as
individuals, and staff show genuine interest in them. Babies benefit from staff following their
individual routines. They happily snuggle in with staff to have their milk and settle down for
their nap. Babies and toddlers receive sensitive support for their care needs. They receive
privacy when having their nappies changed and caring interactions from staff to make these
routines calm and relaxed. Children show that they feel safe and are happy in the nursery.

Inspector:
Rachel Parker
Babies' and children's communication and language skills are developing well. Those
children with some barriers to their communication learn to listen to staff's instructions. They
build their understanding of and involvement with care routines and activities effectively.
Children benefit from staff getting down to their level and ensuring they get their attention to
help them listen and learn. Older toddlers develop their language skills. They chat with staff,
who help them take turns in conversations and ask them age-appropriate questions. Pre-
school children chat happily with staff. They discuss their ideas and learn to negotiate and
share these with each other. Children build their social and team skills as they work together
on tasks in their play.
Overall, children of all ages develop their dexterity and coordination age-appropriately in
activities and routines. They enjoy connecting and building with blocks. Older babies and
children effect changes to play dough, picking up on staff tips and rolling and moulding the
dough. Older children concentrate for prolonged periods and achieve their goals; this
includes children with special educational needs and/or disabilities. They create intricate
models, such as volcanoes, and talk about their plans in detail. Children make effective
progress from their starting points. They develop skills in readiness for their next stage of
learning and their move on to school.
Next steps
Leaders should increase the sharing of information with parents and carers, to help
develop a consistent and concerted approach to the support all children receive across
home and the nursery.
Leaders should support staff to provide consistent opportunities to develop children's
independence and sense of responsibility, and build children's positive attitudes to
learning even further.
About this inspection
The inspector spoke with leaders, staff, parents and carers 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): EY486437
Address:
Jesters Adventure Play
Beversbrook Industrial Estate
Calne
Wiltshire
SN11 9PL
Type: Childcare on non-domestic premises
Registration date: 19/03/2015
Registered person: Jester's Adventure Play Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
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 30 June 2026
Children numbers
Age range of children at the time of inspection
1 to 9
Total number of places
46
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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