Brookside Nursery

Brookside Nursery
Unique reference number (URN): 2832974
Address: Brookside Community Primary School, Brooks Road, Street, BA16 0PR
Type: Childcare on non-domestic premises
Registered with Ofsted: 14/03/2025
Registers: EYR
Registered person: Bridgwater & Taunton College Trust
Inspection report: 28 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
Expected standard
Inclusion Strong standard
Leaders and staff identify children's individual needs well and are wholeheartedly committed
to reducing or removing barriers to learning. They maintain ambitious expectations for all
children and meticulously plan strategic support and individual adaptations for children with
special educational needs and/or disabilities (SEND), children who are known or previously
known to children's social care, disadvantaged children and those with other barriers to
learning. Leaders consistently put thorough support plans in place and rigorously monitor
the progress of children. This ensures the strategies and targets they have set are having a
demonstrable impact on children's development and outcomes. Parents feel very well
informed throughout this process. They praise and appreciate the progress their children
have made and the skills they have learnt through targeted support at the setting.
Leaders take a robust approach to ensuring children have the support they need for school,
including applying for and finalising education, health and care plans for children who need
them. Leaders and staff welcome external professionals to the setting so they can provide
the best possible support for children with SEND and ensure there is a multi-agency
approach for those with complex needs. This includes physiotherapists, occupational
therapists and health visitors, who contribute to discussions and assessments, such as the
progress check at age two.
Leaders spend any additional funding, such as early years pupil premium, very effectively.
They strategically plan how to use the funding. They ensure parents understand the plans
they have created and the intended impact of these interventions. For example, staff attend
specific training so they can fully support children's alternative communication methods,
including the use of alternative communication devices that some children rely on. As a
result, these children are able to confidently communicate their needs or thoughts to staff,
who know the children very well. Leaders have introduced Makaton to the nursery, which
also helps children with communication difficulties communicate more effectively with their
peers. Leaders also provide opportunities for higher staff-to-child ratios for targeted support.
Leaders support children who are known or previously known to children's social care and
work thoroughly to protect children's safety and confidentiality.
Achievement Expected standard
Overall, children, including those who may be disadvantaged, those with special educational
needs and/or disabilities and children who are known or previously known to children's
social care acquire appropriate knowledge and skills across the seven areas of learning.
However, children are not always challenged in learning experiences, and, as a result, they
sometimes become disengaged and move on to something else.

Children communicate confidently with one another and with the staff who care for them.
They share their thoughts and test their ideas out with one another confidently. For example,
children positively choose to draw and write in the garden, excitedly sharing their pictures of
animals, create narratives about them and make links to previous learning. Older children
confidently write numbers and share them with their friends, who try to identify them. Staff
prepare children well for the next stage of their development. They consider the skills and
knowledge children will need in the next room or when they move to school, particularly in
communication and independence. For example, toddlers pour their own drinks at snack
time and older children manage minor disagreements independently.
Behaviour, attitudes and establishing routines Expected standard
Children behave very well at this setting. They work together harmoniously, kindly and
collaborate to solve problems without adult support. For example, children play a game
where they have to choose a squishy or hard toy. When a child pulls out one that they
weren't hoping for, other children observe this and offer to swap with them, asking, 'Is that
better?' This shows that staff have typically embedded positive strategies to support
children's behaviour and social development. Children understand the routine well. Staff
provide flexibility within the routine, allowing children to choose where they would prefer to
play. Leaders and staff make the routine particularly responsive for children with special
educational needs and/or disabilities and those who face barriers to their learning.
Leaders and staff use robust procedures to promote good punctuality and attendance. They
follow clear escalation processes when they have concerns about a child's wellbeing.
Leaders analyse children's attendance individually and across the nursery, so they can
minimise any barriers so that all children achieve good levels of attendance.
Overall, children show a positive attitude to learning and engage in self-chosen play with
other children and adults. However, during periods of staff holiday, leaders do not ensure
that children are well known by those covering staff absences. As a result, staff do not
always know what the children's next steps in learning are and learning experiences are less
targeted. However, staff typically understand children's ages and stages of development and
respond appropriately to individual children.
Children's welfare and wellbeing Expected standard
Typically, staff get to know children well during their settling-in period and take into account
individual needs. For example, staff work with parents to tailor the approach for each child
and increase the number of sessions when children need additional time to settle, especially
those with special educational needs and/or disabilities or other barriers to their learning.
Staff support children to understand their own feelings and the feelings of others. For
example, when children become upset after a disagreement over a toy, staff help children
name the emotion, help children regulate, and then support them to work together to find a
solution.
Leaders and staff teach children the importance of being healthy and make this learning
enjoyable. For example, during snack time, staff invite children to make faces with fresh fruit
and vegetables and talk about how these foods help keep their bodies healthy. Staff monitor
children's lunch boxes closely and work with parents when they notice unhealthy changes.

Overall, staff help children understand how to take appropriate risks and stay nearby when
children need support. For example, staff support babies to walk unaided but are nearby to
offer a hand. When children build an obstacle course with a range of loose parts in the
garden, staff support them when they encounter risks they cannot yet manage
independently.
Curriculum and teaching Expected standard
Overall, leaders have designed an ambitious curriculum for all children, including those with
special educational needs and/or disabilities. All children develop a love of stories and
reading. They invite staff to read to them, and staff bring stories to life. For example, children
enjoy the 'We're Going on a Bear Hunt' story and excitedly join in with repeated phrases and
actions that get them up and moving. As babies play with animals in a sensory tray, staff
elongate initial sounds to support children's speech skills, such as 'ssssssnake', and children
watch the staff intently and then move on to the next animal. Shortly after, staff move them
to the book corner to read 'Dear Zoo'. Staff help children make connections between the
animals they had just explored and the story.
Children experience mathematics weaved through everyday experiences, and older children
are explicitly taught these skills. Older children play a dice rolling game, where they subitise
confidently. Young children benefit from staff counting one by one to help children begin to
understand number and quantity.
Staff model words for younger children by repeating them clearly, helping children hear the
correct pronunciation. However, staff do not always implement the curriculum consistently,
and the quality of teaching sometimes prevents children from experiencing the full intended
curriculum. Generally, staff interact well with children through a variety of learning
experiences. However, staff do not always respond effectively to children or extend their
ideas. As a result, children do not always deepen their thinking or learning, even when they
invite staff to engage in their play.
Leadership and governance Expected standard
Leaders demonstrate an accurate understanding of the setting's strengths and have
developed a clear plan for the areas they want to improve so they can strengthen outcomes
for children. For example, leaders have identified, through observations, that some staff
need support to enhance their interaction skills, extend or consolidate children's learning
and help embed new knowledge. Leaders have plans to focus on this through role modelling
experiences. However, the plans are yet to be implemented effectively and there is more still
to do to improve the quality of teaching and interactions across the setting.
Parents are complimentary of the setting and very much value the progress their children
have made as a direct result of the setting, especially children with special educational
needs and/or disabilities, disadvantaged children and children who are known or previously
known to children's social care. Parents appreciate the regular updates on the electronic
app that allows them to see what their children are doing whilst at the setting. Leaders and
staff are proud of their multi-agency working, which results in children receiving bespoke
and consistent targets to support them. Leaders and staff feel there is a good sense of

community between the nursery and wider school and have a sound understanding of the
local community and families who may attend the setting.
Staff report that leaders support their wellbeing very well, which enables them to carry out
their roles effectively. Leaders prioritise a range of professional development for staff,
including safeguarding training, and, more recently, training to become 'maths champions' to
strengthen mathematical practice across the setting, which the staff are excited about.
What it's like to be a child at this setting
Children are happy and settled at the setting. They enjoy safe and secure relationships with
staff. Staff greet children warmly, and children show that they are happy to see them. They
arrive confidently and eagerly start their day by exploring what the setting has to offer.
Children are independent, curious and inquisitive. For example, during a downpour of rain in
the garden, the children listen and watch intently to the sound of the raindrops hitting the
shelter, and when it suddenly stops, children look at one another and laugh. They notice a
stream of water coming off the roof and rush to collect buckets to collect it, before
transporting it around the garden. Some children choose to place their hand under the drops
and then clap their hands while staff offer commentary on what it feels like.
Babies flourish and enjoy playing alongside others. Older children enjoy the learning
experiences on offer, showing particular excitement when staff plan activities around their
interests. For example, children engage enthusiastically during a 'potion-making' activity.
They create their own potions by mixing glitter, water, petals and shaving foam with delight.
Children are prepared well for the next stage of their education. They develop independence
skills that will help them succeed when they start school or move to the next nursery room.
For example, older children moving to school are using cotton buds to paint with to support
the development of their fine motor skills. Children's emotional wellbeing is prioritised. For
example, leaders and staff have designed a well-considered transition process that helps
children build friendships and relationships with their new key workers, so they feel safe and
secure as they move on within the nursery.
Children, including those with special educational needs and/or disabilities and those who
may have other barriers to learning, make sound progress from their starting points. Leaders
and staff identify barriers to children's learning and take effective steps to reduce them
through targeted support. Children achieve well, which helps them develop the knowledge,
skills and confidence they need to secure a solid start in life.

Inspector:
Tia Claridge
About this setting
Unique reference number (URN): 2832974
Address:
Brookside Community Primary School
Brooks Road
Street
BA16 0PR
Type: Childcare on non-domestic premises
Registration date: 14/03/2025
Registered person: Bridgwater & Taunton College Trust
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30,Friday : 07:30 -
17:00
Next steps
Leaders should ensure they strengthen staff teaching and interaction strategies to ensure
children benefit consistently from the planned curriculum.
Leaders should ensure that they review and plan strategically when key persons are not
at the setting, so children's next steps are known and supported even during periods of
staff absence.
About this inspection
The inspector spoke with parents, children, leaders, practitioners, the special educational
needs coordinator and the designated safeguarding lead 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.

Local authority: Somerset
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 28 August 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
51
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.

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and regulates services that care for children and young people.
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