URN 2623875 · Inspected 2026-08-05 · Published 2026-09-10 · Inspector: Arianna Saccente
Hidden Garden Day Nursery Unique reference number (URN): 2623875 Address: Hidden Garden Day Nursery, Pows Orchard, Midsomer Norton, Radstock, BA3 2HY Type: Childcare on non-domestic premises Registered with Ofsted: 04/02/2021 Registers: EYR, CCR Registered person: HGDN Limited Inspection report: 5 August 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 Achievement Strong standard Children achieve well across all areas of learning. They develop early communication, physical and social skills through varied experiences. Children who are facing barriers to their learning and/or wellbeing make progress through staff's use of targeted strategies, which are reviewed. Children gain confidence in expressing needs, sharing ideas and joining activities. Children practise early literacy skills through stories, songs and simple mark making. They explore numbers through counting games and practical activities that build early understanding. Children show pride in their achievements and enjoy sharing these moments with staff. They develop independence through small tasks and learn to cooperate during shared play. Staff celebrate children's efforts and encourage them to try new experiences. Children build resilience when activities feel challenging and respond positively to gentle guidance. They gain the knowledge and skills needed for future learning. Children show curiosity, confidence and readiness for the next stage of their education. Behaviour, attitudes and establishing routines Strong standard Children behave kindly and show positive attitudes to learning. They understand simple rules and respond well to staff guidance. Staff model calm, respectful behaviour and support children to manage emotions through clear explanations, helping children recognise feelings and respond appropriately. Children listen carefully during group times and take part with growing confidence, showing increasing self-control and awareness of others. Children show independence in daily tasks. They tidy resources, pour drinks and make simple choices that build their confidence and problem-solving skills. Staff encourage children gently and celebrate their efforts, helping them feel safe and assured that support is available when needed. Children cooperate with peers and learn to share resources during play. Staff use simple strategies to help children join activities and remain engaged, ensuring that all children are included and able to participate successfully. Attendance is monitored carefully. Staff follow up absences and work closely with families to support regular attendance. Children arrive happily and settle quickly into familiar routines, showing enthusiasm for learning and exploring the environment. Predictable transitions, supported by visual cues and clear language help children move calmly between activities and feel included and ready to learn each day. Curriculum and teaching Strong standard Leaders have designed a curriculum that supports emotional security, independence and early learning. Staff understand the purpose of activities and explain how these build children's skills. Children enjoy experiences that develop early literacy, numeracy and communication. Staff use simple strategies to help children understand routines and take Expected standard part confidently. Children benefit from clear explanations and predictable structures that help them feel secure. Assessment is regular and informs planning. Staff complete reviews that identify next steps for children's development and share these with families. Children with special educational needs and/or disabilities receive targeted support that builds communication and confidence. Staff adapt teaching through clear language, visual cues and supported interactions. These approaches help children join activities and practise new skills. Children respond well to small-group sessions that focus on attention, listening and early communication. Children enjoy playful experiences that introduce rhythm, rhyme and early sounds. They explore numbers through counting games and practical activities. Children also take part in simple science exploration, such as water play, that builds early thinking skills. Staff encourage independence and celebrate children's efforts. Parents receive information that helps them continue learning at home. Teaching is calm, responsive and inclusive. Staff know children well and use this knowledge to plan meaningful experiences. Children show curiosity, confidence and enjoyment as they explore the environment. Inclusion Strong standard Leaders identify children's needs early and reduce barriers to learning. Staff complete baseline assessments and regular reviews to understand each child's development. Children with special educational needs and/or disabilities receive targeted support that builds confidence and communication. Staff use simple visual cues, clear language and supported routines to help children join activities and express their needs. These approaches help children feel understood and included. Staff understand how to respond to emerging concerns about children and use supervision meetings to discuss children's wellbeing. Families work closely with staff and attend regular review meetings. Staff share home-learning ideas that help children practise new skills. Children benefit from enhanced experiences that support inclusion. Outdoor learning, sensory activities and small-group sessions help children take part fully. Staff adapt activities, so children can join in at their own pace. Children show growing confidence and independence as they explore the environment. The setting's approach ensures that children feel valued and make progress from their starting points. Staff understand children's lived experiences and use this knowledge to plan meaningful opportunities. Children participate in all aspects of nursery life and develop social confidence through shared play and supported interactions. Children's welfare and wellbeing Expected standard Children's welfare is supported through warm interactions and calm routines. Staff promote physical activity, oral health and emotional security throughout the day. Children feel comfortable seeking help and reassurance. Staff respond gently and help children manage emotions through clear guidance. Children enjoy outdoor play, sensory experiences and quiet spaces that support wellbeing. Staff understand children's needs and adapt routines to help them feel settled. Children show confidence when exploring the environment and joining activities. Staff encourage independence and celebrate children's efforts. Families share important information that helps staff support children's comfort and wellbeing. Children feel safe and included in daily experiences. Some aspects of personal care lack consistency. For example, during busy periods, staff do not always notice straight away when children need support with wiping faces after activities, impacting children's comfort. On occasion, staff use language that could unintentionally suggest that a child is feeling hesitant, for example, by describing them as 'shy'. While gentle and well intentioned, this phrasing may not always support children's confidence in trying new experiences and may impact how they see their unique selves. Leadership and governance Expected standard Leaders maintain oversight of the setting and respond to concerns with reflection and action. They understand the setting's context and use this knowledge to guide decisions. Staff's wellbeing is supported through regular supervision, open communication and reasonable adjustments for those with health needs. Leaders promote a positive culture where staff feel valued and able to seek support. Professional development is ongoing. Staff receive training in safeguarding, curriculum and special educational needs and/or disabilities. Leaders model effective practice and provide guidance that helps staff understand expectations. They use observations and discussions to check consistency and support staff's learning. Leaders encourage reflective practice and help staff review the impact of their teaching. Families feel welcomed and informed, and leaders work closely with them to support children's wellbeing and learning. Leaders recognise where staff need further guidance to strengthen practice that has not already been addressed. They plan to support staff through training, modelling and regular feedback, so routines remain consistent for children. Leaders demonstrate commitment to continuous improvement and ensure that children's safety, learning and wellbeing remain central to their work. 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 arrive happily and feel secure from the start of their day. They build warm relationships with staff and settle confidently through the use of the key-person system. Children explore the environment with curiosity and enjoy choosing activities that interest them. They play alongside friends, share ideas and learn to cooperate during shared experiences. Children enjoy varied experiences indoors and outdoors. They climb, balance and explore natural materials in the garden. They take part in creative activities, music sessions and imaginative play that build early skills. Children with special educational needs and/or disabilities communicate their needs through simple words, gestures and supported routines. Staff respond calmly and consistently, helping children gain confidence in expressing themselves. Children show pride in their achievements and enjoy sharing these moments with staff. They develop independence through small tasks, such as pouring drinks or tidying resources. Staff encourage children gently and celebrate their efforts. Children enjoy learning, feel included and make progress from their starting points. They develop social confidence, communication skills and independence that prepare them well for future learning. Children behave kindly and understand simple rules. They move calmly between activities with support from visual cues and clear explanations. Staff help children manage emotions through patient guidance and consistent routines. Children feel safe and know staff will help them when needed. Inspector: Arianna Saccente About this setting Unique reference number (URN): 2623875 Address: Hidden Garden Day Nursery Pows Orchard, Midsomer Norton Radstock BA3 2HY Type: Childcare on non-domestic premises Registration date: 04/02/2021 Families are welcomed warmly and contribute important information that helps staff understand each child's background. Staff use this knowledge to plan experiences that reflect children's interests and lived experiences. Children benefit from wider opportunities, including outdoor learning, sensory activities and community visits. These experiences broaden their understanding of the world and help them feel part of their community. Next steps Leaders should ensure that all staff are equipped with the skills and understanding of how to respond to all children's personal care needs swiftly, in order to maintain their comfort throughout the day. Leaders should support staff to use consistently encouraging language that reinforces children's developing confidence and sense of identity. About this inspection The inspector spoke with leaders, staff, the special educational needs coordinator, 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. Registered person: HGDN Limited Register(s): EYR, CCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Bath and North East Somerset Council Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 5 August 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 54 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. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. 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