Brock House Day Nursery

Brock House Day Nursery
Unique reference number (URN): EY464738
Address: Brock House Day Nursery Ltd, Vilberie Close, Norton Fitzwarren, TAUNTON, Somerset, TA2 6RS
Type: Childcare on non-domestic premises
Registered with Ofsted: 18/07/2013
Registers: EYR
Registered person: Brock House Day Nursery Limited
Inspection report: 3 September 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 progress from their starting points across the areas of learning. Through play,
daily routines and planned experiences, they develop communication, language, physical
skills, creativity and independence. They gain knowledge and skills across the areas of
learning and become increasingly confident in doing things for themselves.
For example, children in the baby room explored paint using their hands and paintbrushes.
They learned the names of colours, heard new words and talked about what they could see
and feel. Children practised making marks and developed control of their hand movements.
This supported their communication, creativity and physical development.
Children learn to share, take turns and play alongside others. They become more confident
in expressing their needs, joining activities and making decisions. Children who need extra
support receive help to overcome barriers to learning. This includes children with special
educational needs and/or disabilities, children who speak English as an additional language
and those facing other challenges.
However, some children do not remain fully engaged in activities or make as much progress
as they could during these experiences.
Behaviour, attitudes and establishing routines Expected standard
Leaders create a calm and nurturing environment where children understand routines and
know what adults expect from them. Staff build positive relationships with children and help
them feel safe, secure and valued. They support children to manage their feelings, build
friendships and learn alongside others.
Children show positive attitudes to learning. They join in activities, follow instructions and
take part in daily routines. For example, children use a sand timer to manage turns on
popular bikes outdoors. They wait patiently, follow the agreed rules and remind each other
whose turn comes next. This helps children develop self-control, fairness and respect for
others.
Staff use consistent strategies to support behaviour and help children understand
boundaries. They work closely with parents to support children's emotional development and
provide extra support when needed. However, staff do not always organise lunchtime
routines well. They sometimes keep children waiting too long for food, which causes some
children to become restless. Staff also miss opportunities to help children develop
independence by pouring their own drinks or serving themselves. This limits opportunities
for children to practise these skills during everyday routines.
Leaders monitor attendance and follow up concerns with families. As a result, children
develop positive relationships, understand routines and become increasingly confident and
ready to learn.

Children's welfare and wellbeing Expected standard
Leaders put children's welfare and wellbeing at the heart of the nursery. Staff know children
and their families well. They work closely with parents to understand children's routines,
health needs and individual needs. This helps children feel safe, secure and settled.
Staff support children's physical and emotional wellbeing throughout the day. Children spend
time outdoors where they develop their physical skills, explore their environment and enjoy
fresh air. Staff encourage healthy lifestyles through nutritious meals and snacks that meet
children's dietary needs. They identify allergies, share information with relevant staff and
make sure children receive suitable meals. Children wash their hands before meals and
snacks, helping them learn healthy habits and to take responsibility for their own wellbeing.
Staff build warm and caring relationships that help children feel valued and respected. They
work with health professionals, children's social care and other agencies when children or
families need extra support. This helps staff respond to children's individual needs and
promotes their wellbeing.
However, staff do not always follow routines with the same level of consistency. Leaders
identify areas for improvement and help staff reflect on and develop their practice.
Curriculum and teaching Expected standard
Leaders have designed a curriculum that reflects the needs, interests and experiences of
the children who attend the nursery. Staff use observations, assessments and information
from parents to understand what children can do and what they need to learn next.
However, the curriculum is still new, and not all staff can explain how they plan learning with
the same level of confidence.
Staff provide activities that help children develop their communication, language, physical
and thinking skills. For example, during the story 'The Three Little Pigs', children
remembered what happened in the story, built houses from different materials and talked
about different shapes. Staff asked questions that helped children think, solve problems and
link learning to their own lives. They changed the activity when needed to keep children
interested and involved.
Staff use information about children's backgrounds, interests and individual needs to help
everyone take part. They use words from children's home languages, family photos and
books that reflect different cultures and experiences. However, the quality of teaching is not
always consistent. At times, some children lose interest, and staff miss opportunities to build
on their learning.
Inclusion Expected standard
Leaders create an inclusive environment where children receive support that meets their
individual needs. Staff identify concerns early through assessments, progress checks and
regular monitoring. They work closely with parents and other professionals to plan support
and review children's progress. This helps reduce barriers to learning and wellbeing.

Leaders support children with special educational needs and/or disabilities (SEND) through
a clear plan that matches support to their needs. Staff work with other professionals and use
additional funding to provide extra support when needed. For example, leaders used
additional funding to purchase sensory resources and equipment to support children with
SEND. They also coordinated support from health and education professionals. As a result,
children access learning, take part in activities and develop the skills they need to make
progress.
Leaders also support children and families who face other challenges. Staff work closely
with children's social care and other agencies when concerns arise. This helps children and
families receive support at the earliest opportunity. They help children from service families
stay connected with parents through family books, photos and shared messages. Staff use
key words from children's home languages, bilingual books and cultural experiences to help
children who speak English as an additional language feel included and take part fully. As a
result, children feel valued, develop a sense of belonging and make progress from their
starting points.
Leadership and governance Expected standard
Leaders have designed a curriculum that reflects the needs, interests and experiences of
the children who attend the nursery. They review observations, assessments and planning
to check how well the curriculum supports children's learning and to identify areas for
improvement. Leaders are reflective in their approach and recognise that the curriculum and
planning systems are relatively new and require further embedding to ensure that staff have
a robust understanding of the intent and implement it consistently well. Further refinement of
the arrangements for the organisation of routines and transitions is also needed to further
promote children's independence and to support children to sustain their attention.
Staff report that they feel well supported by leaders, both professionally and personally.
Leaders and staff work collaboratively with each other and with parents and external
professionals. This creates a joined-up approach to the support provided for all children,
including those with barriers to their learning, and helps prepare children for the next stage
of their education, including school.
What it's like to be a child at this setting
Children enjoy their time at this nursery. They take part in activities that help them learn, play
and explore. Staff know children well and use their interests and experiences to support

Inspector:
Donna Frost
their learning. Children make progress from their starting points and gain the skills they need
for their next steps, including moving to a new room or starting school. Children with special
educational needs and/or disabilities, children who speak English as an additional language
and children from service families receive support that helps them take part in learning and
achieve.
Children feel safe, happy and included. Staff build caring relationships with children and help
them feel valued. Children learn and play alongside their friends and take part in all areas of
the nursery. Staff celebrate children's cultures, languages and family experiences. Children
develop a sense of belonging because staff get to know them as individuals and work
closely with their families. Parents feel welcomed and involved in their children's learning
and development.
Children thrive in a calm and nurturing environment. They learn to share, take turns and be
kind to others. For example, children use a sand timer to help them take turns on popular
bikes outdoors and manage this routine with little adult support. Children show confidence
as they choose resources, solve problems and try new experiences. Staff help children
overcome barriers to learning and wellbeing, while effective safeguarding arrangements
help children feel secure. As a result, children develop positive attitudes to learning, build
confidence in their abilities and flourish.
Next steps
Leaders should use supervision and coaching to help staff improve their interactions and
teaching, so all children benefit from learning that meets their needs.
Leaders should help staff make better use of daily routines, including mealtimes and self-
care activities, to help children become more independent.
Leaders should review mealtime and transition routines to reduce waiting times and help
children stay interested and involved throughout the day.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, children
and parents 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): EY464738
Address:
Brock House Day Nursery Ltd, Vilberie Close
Norton Fitzwarren
TAUNTON
Somerset
TA2 6RS
Type: Childcare on non-domestic premises
Registration date: 18/07/2013
Registered person: Brock House Day Nursery Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:45
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 3 September 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
60

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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