Brambles Rushall

Brambles Rushall
Unique reference number (URN): 2749827
Address: Pewsey Road, Rushall, Wiltshire, SN9 6JY
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/09/2023
Registers: EYR, CCR
Registered person: Brambles Outdoor Nursery Group Limited
Inspection report: 9 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.

Strong standard
Behaviour, attitudes and establishing routines Strong standard
Children flourish in this outdoor nursery, where leaders have established a calm, purposeful
environment with routines that children understand and follow confidently. Expectations for
behaviour are high, clear and consistent, and staff model them well. Children know how to
be safe in the environment. They handle equipment responsibly and follow well-taught rules
around the open fire. They approach this area with maturity, respecting boundaries and
demonstrating an age-appropriate awareness of risk. Children enjoy cuddles with staff when
they need reassurance and naturally seek them out for interactions, comfort and
conversation, reflecting the trusting relationships that underpin their security and confidence.
Children learn to collaborate effectively. They work together in the mud kitchen, negotiating
roles, sharing tools and creating imaginative mixtures of 'tea cakes' while respecting others
who need more time or encouragement. Staff are close by to support these interactions,
considering each child's individual needs, including those with special educational needs
and/or disabilities, disadvantaged children and those known to social care. Staff use
strategies they have in place to ensure successful engagement and interactions.
While staff do not yet consistently allow children sufficient thinking time during interactions,
the rigour of the setting's behaviour and attitudes environment, the consistently high
expectations, secure relationships and explicit teaching of positive behaviours mean that
children's overall behaviour, attitudes and engagement remain at a very high level across
the setting.
Leaders promote the importance of regular attendance. Families understand that consistent
routines help children settle and feel part of the group. Leaders monitor attendance closely.
They provide practical support and adaptations for families who face barriers.
Children's welfare and wellbeing Strong standard
Children's welfare and wellbeing are promoted excellently in this outdoor nursery. Leaders
ensure that care practices are responsive and rooted in a deep understanding of each
child's needs. Staff know children very well and adapt routines sensitively for those with
special educational needs and/or disabilities, those who are disadvantaged and those
known to social care, ensuring that they experience consistently nurturing care. Secure,
trusting attachments are evident. Younger children benefit from staff using infant carriers.
This provides close physical reassurance and supports emotional regulation, while enabling
them to explore the outdoor environment safely and remaining connected to their key
person. Bespoke settling-in procedures and transitions to the next stage are shaped around
individual children's and family's needs, helping them feel secure from the outset. Children
of all ages seek staff for comfort or to share moments of curiosity, reflecting secure
emotional bonds.
Staff support children effectively to understand their physical development and personal
safety. Children learn to confidently manage wellington boots and warm clothing and
understand why boundaries exist around areas such as the open fire. Staff weave

discussions about healthy choices into daily routines, helping children recognise when they
are hungry, thirsty or tired. Emotional wellbeing is a priority. Children use the dedicated
regulation den when they need a quiet, comforting space to reset. This is supported by
calm, consistent language from staff that helps them recognise and manage their feelings.
Routines, including snack times and personalised comfort strategies such as how children
are best prepared for sleep times, are adapted skilfully to suit individual needs. Leaders
create an inclusive environment where high expectations for children's welfare sit alongside
warmth and flexibility. Children feel secure, valued and ready to explore the outdoor world
with confidence.
Inclusion Strong standard
Leaders place inclusion at the centre of all they do. They ensure that dedicated staff identify
and assess children's individual needs quickly and accurately. They support staff to use their
observations, assessments and open communication with families to build a clear
understanding of each child's development. Leaders act quickly when needs emerge,
seeking early support and referring to external professionals.
Leaders remove barriers to learning and wellbeing by implementing targeted support and
individualised programmes for children. They adapt routines, provide visual and sensory
resources, and tailor communication approaches, such as Makaton and communication
boards, to support and initiate interactions to help ensure that every child, including those
who are disadvantaged and those known to social care, can participate fully in the
curriculum. Furthermore, staff model and reinforce inclusive practice across the setting.
Leaders and staff monitor children's progress closely. They review support plans regularly
with parents and external professionals. Staff who work closely with the children identify if
targets have been achieved. Leaders prioritise high-quality staff training to build confidence
in early identification, ongoing assessment and inclusive strategies. They work proactively
with families and external agencies to tailor children's support and create consistent, joined-
up experiences.
Leaders use additional funding purposefully to benefit the individual needs of each child.
They discuss funding with parents and collaboratively decide how this would be best spent
to ensure it benefits the children and has a positive impact on their learning and
engagement, such as purchasing resources to support toilet training.
While staff do not yet consistently allow children sufficient thinking time during interactions,
the rigour of the setting's inclusive systems, targeted support and collaborative approach
with families and professionals means that all children, including those with special
educational needs and/or disabilities, continue to make secure progress and are fully
included in all aspects of the curriculum.

Expected standard
Achievement Expected standard
Children make steady progress through the curriculum, particularly in communication and
language, where they develop confidence in listening, speaking and using new vocabulary.
For instance, young children are able to respond with purpose. When staff ask, 'What have
you found?', they reply 'stick', referring to the object they hold. Older children engage
confidently with their peers and hold meaningful conversations with them.
Children build securely on what they already know and can do, enabling them to move
confidently through the curriculum from their individual starting points. They make consistent
progress, including those with special educational needs and/or disabilities, disadvantaged
children and those known to social care. They understand routines, engage fully in learning
and respond well to the carefully tailored support staff provide. While children make secure
progress, the inconsistency in thinking time and sustained shared thinking means that
children's critical thinking and depth of learning is not yet as developed as it could be from
their individual starting points
Children can clearly communicate their needs, manage their emotions effectively and
demonstrate increasing independence. They apply their growing knowledge and skills
across all areas of learning and achieve well. By the time they leave nursery, children show
curiosity, resilience and confidence. They demonstrate the attitudes and abilities they need
for the next stage, including school, and are well prepared for future learning.
Curriculum and teaching Expected standard
Leaders have a clear and accurate understanding of the quality of the curriculum and
teaching. They monitor practice, coach staff and evaluate impact, using this knowledge to
drive continuous improvement. They design and deliver a well-sequenced, inclusive
curriculum that meets all areas of learning. They build on what all children can already do
and what they need to learn next. Staff adapt activities effectively for every child, including
those with special educational needs and/or disabilities, those who are disadvantaged and
those known to social care.
Staff actively promote children's communication skills across all areas of learning. They
introduce new vocabulary and hold meaningful interactions. Staff respond to the youngest
children's communication with intent. They introduce vocabulary such as 'big' and 'small'
when they roll balls down slopes. They listen to older children with interest and hold
meaningful conversations with them. However, at times, staff do not always give children
enough time to think and respond for themselves. This can reduce children's ability to
develop their own thinking skills.
Staff are confident introducing number, shape and colour language from an early age,
embedding mathematical language throughout routines and play. The youngest children
enjoy counting their fingers to 5. Staff extend this and count with them to 10. Older children
confidently use colour, number and shape language in their play.

Staff use the outdoor environment effectively, offering rich learning opportunities with open-
ended resources that encourage problem-solving, risk-taking, imagination and physical
development. Staff give high priority to children's physical, personal, social and emotional
development. They build secure relationships with children. They support emotional
regulation and encourage independence.
Leadership and governance Expected standard
Leaders demonstrate a commitment to providing high-quality education and care for all
children, including those with special educational needs and/or disabilities, those who are
disadvantaged and those known to social care . They understand the nursery's strengths
well and take action to address the areas they identify for improvement. Leaders analyse
practice effectively and prioritise developments that will make the greatest impact. They
identify some inconsistencies in staff practice and provide individualised support and training
to develop these areas. For example, they are focusing on supporting staff to further
develop teaching and interactions by allowing children time to consistently think and
respond for themselves, developing their critical thinking even further. Leaders invest in
specific outdoor training to ensure that staff confidently support children's learning across
the woodland environment, and in targeted training for those working with those under the
age of 2 so that the youngest children's needs are met with expertise. They maintain a
strong focus on ensuring that the youngest children benefit fully from the outdoor-only
provision, adapting routines and resources to meet their individual needs. Decisions are
consistently made in the best interests of all children.
Leaders prioritise inclusion and maintain open communication with families and external
agencies to secure timely support for children with emerging needs. Regular staff meetings
enable staff to share practice, reflect on recent training and maintain consistency across the
provision. Supervision sessions are used well to monitor ongoing suitability, address
workload and support staff wellbeing. Staff report they are happy in their roles and feel
valued for the contributions they make.
Professional development is purposeful and closely aligned to the needs of the setting.
Leaders use their understanding of staff strengths and areas for development to plan
targeted training that strengthens staff confidence and enhances the quality of interactions
children experience.

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
What it's like to be a child at this setting
Children thrive in this outdoor nursery, where they explore the woodland environment with
curiosity and confidence. From the moment they arrive, staff place children at the heart of
the curriculum, encouraging them to investigate, collaborate and problem-solve. Children
show enjoyment as they develop their physical and imagination skills when they climb and
use open-ended resources to create obstacle courses. Staff know each child very well and
use this knowledge to plan meaningful experiences that reflect children's starting points. For
example, children who have had limited opportunities to play outdoors quickly gain
confidence as staff model safe risk-taking and provide reassurance. All children, including
those who have special educational needs and/or disabilities (SEND), make progress in all
areas of learning.
Children feel a sense of belonging and create excellent bonds with key persons. They play
alongside their peers at the sensory tray. When children request an item their friend has,
children willingly offer their friend a turn. Children beam with happiness and thank their
friend. Staff ensure that children with SEND take part in all aspects of the outdoor curriculum
through the effective strategies they have in place. Children benefit from structured routines
and nurturing relationships. Families value the warm welcome they receive, and leaders
strengthen these partnerships through regular communication, verbally and via the online
system.
Children flourish as staff prioritise their safety and emotional wellbeing. They support
children to recognise and express feelings, promoting calm, respectful interactions. Children
from an early age have excellent manners and respect for one another. Attendance is

Inspector:
Sarah-Louise Clements
About this setting
Unique reference number (URN): 2749827
Address:
Pewsey Road
Rushall
Wiltshire
SN9 6JY
Type: Childcare on non-domestic premises
Registration date: 05/09/2023
Registered person: Brambles Outdoor Nursery Group Limited
Register(s): EYR, CCR
consistent. Leaders work closely with families to ensure that children have access to their
funded entitlement and make adaptations to meet their family's needs. Leaders celebrate
children's uniqueness by embracing the diverse ways they approach learning.
Next steps
Leaders should strengthen staff knowledge of consistently allowing children time to think
and respond to develop their critical thinking.
Leaders should continue to provide individualised training and support for staff to enable
them to embed sustained shared thinking more consistently.
About this inspection
The inspector spoke with the area manager, manager, special educational needs
coordinator, designated safeguarding lead, deputy manager and staff 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.

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00
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 9 February 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
58
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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