URN 2831014 · Inspected 2026-09-22 · Published 2026-10-22 · Inspector: Amy Johnson (EM)
Broomhill Day Nursery Limited Unique reference number (URN): 2831014 Address: Hucknall Family Hub, Broomhill Road, Hucknall, Nottingham, NG15 6AJ Type: Childcare on non-domestic premises Registered with Ofsted: 17/03/2025 Registers: EYR Registered person: Broomhill Day Nursery Limited Inspection report: 22 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. Strong standard Achievement Strong standard Children make excellent progress from their starting points. They are enthusiastic to get involved in the purposeful learning provided. Children have focused opportunities to build their independence and resilience and enhance their communication and language skills. For example, from babies to older children, they develop their self-feeding skills, using spoons and forks and self-serving. All children, including children with special educational needs and/or disabilities, are supported to care for their personal needs through embedded hygiene practices and routines. Children throughout the nursery are eager to get involved in planned activities, where they enjoy discovering new items to explore and talk about. They develop a love of reading, and they excitedly want to hear and join in with stories, such as by using puppets and actions and saying repeated refrains. Children develop their mathematical skills positively through sequential learning, where babies count with small numbers, younger children practise further counting skills and older children explore ways of making numbers, for example by representing a number on their fingers. Children are well prepared to transition from the different stages of their education. Behaviour, attitudes and establishing routines Strong standard Leaders and staff put in place excellent support to allow children to increasingly manage their own feelings and behaviour. Babies develop close bonds with staff, where they are comforted and distracted by staff using their favourite toys or resources to help them settle. Children learn to name their emotions, modelled by staff during interactions, stories and play. Staff consistently explain the impact of children's actions on themselves and others. This supports children to develop positive attitudes to learning and their peers. Staff also support children to take turns, using consistent strategies throughout the nursery, such as naming whose turn it is now and next, passing objects in a circle and queuing up to access play equipment. Staff use explicit praise to support children to know how to achieve and succeed. Leaders work with parents to tackle attendance issues and they adapt their timetable to ensure children have full access to their entitlement, particularly for those children known to social care. Leaders and staff offer practical support, such as by giving tea to children who would otherwise miss out due to having to leave earlier for social care meetings. Leaders share the importance of attendance and its impact on children's education with parents and carers to promote positive change. They also monitor attendance, and they promptly follow up any unexplained absences to ensure children are safe. Children's welfare and wellbeing Strong standard Leaders and staff consistently prioritise children's welfare and wellbeing. They work closely with families, gathering information before children attend and throughout their time at the nursery to make adaptations when required. For example, they make changes to their menu and swiftly put seating arrangements in place to meet the needs of the children. Leaders and staff offer parents and carers flexible settling-in sessions, adapt routines when needed and regularly find out children's current interests so that they can include these in the provision. In the short period of time that children have been attending the nursery, they have settled well into their care, engaging in back-and-forth conversations with staff, who ensure their needs are consistently met. Leaders and staff know their families well to put in place individualised support. For example, they guide families towards further support at the local family hub, such as to gain information on nearby food banks, toilet training sessions and mental health support. Leaders and staff share their expert advice and guidance but also further support through sharing potty-training home packs, toothbrushing resources and healthy foods to possibly support healthy habits in the home. Staff encourage children to have a go at meeting their own personal needs, such as by wiping their own nose before staff support them. Children know to wash their hands with soap before eating and after messy play. These routines are consistently embedded so that children develop long-lasting healthy habits without the support of an adult, including those children with special educational needs and/or disabilities. Curriculum and teaching Strong standard Leaders and staff have an ambitious curriculum, with children at the heart. They prioritise building children's communication and language skills and their personal, social, emotional development, due to the needs of the children. Staff take every opportunity to build on children's knowledge, skills and understanding. For example, staff regularly sing during routines, narrate their actions during intimate care practices and add new knowledge during children's play. Staff skilfully adapt in the moment to support children to engage and to support their curiosity. For example, when children show an interest in animals and making a small world, staff explain their different habitats. Staff consistently adapt their language to be age- and stage-appropriate. For instance, they repeat simple words for babies and longer phrases and sentences for older children. Leaders and staff quickly identify gaps through further assessments in order to put in place highly effective action. They adapt their teaching to support children with special educational needs and/or disabilities. For example, they use their training to plan one-to-one activities and put in place actions alongside words to target specific support. Leaders and staff also consistently share strategies and resources for supporting children's communication, language and wellbeing with parents and carers. Leaders and staff get to know their children well through observations, and regularly gather up-to-date information from parents. They use this information to put in place resources to support children to access the provision. For example, they have implemented a 'family book', celebrating children's differences. This particularly supports those children known to social care who are going through a time of change. Inclusion Strong standard Leaders and staff swiftly identify and assess children's needs through a rigorous assessment process. They use this information to put in place specific next steps and proactively share any concerns with parents and carers. Leaders and staff ensure they are knowledgeable in supporting the needs of their children, such as by attending specific training to implement adaptations to their teaching. For instance, staff put in place sessions targeted towards supporting communication and language. This particularly supports those children with special educational needs and/or disabilities (SEND). They also skilfully support children's needs by putting in place adaptations to promote inclusive practice. For example, they adapt seating arrangements during mealtimes to ensure all children sit safely to eat, and adapt meals to accommodate allergies, dietary requirements and preferences. Leaders also put in place additional support for children with SEND, and staff consistently adapt in the moment to follow their interests, while introducing simple language alongside this. Leaders use additional funding carefully to support individual families within the community, particularly supporting disadvantaged children. For example, they offer free healthy food and milk during snack time. They plan activities to broaden children's experiences, such as having visits from the hairdresser and going to the farm. Leaders also use funding for resources linked to children's needs, such as low-level balancing equipment to develop babies' physical development. Leaders adapt routines to ensure that children have access to their full entitlement, particularly for children known or previously known to social care. Leaders work swiftly with outside agencies to gain advice but also to share any concerns promptly. Leadership and governance Strong standard Leaders continually monitor their setting's strengths and areas for improvement to strengthen the high-quality care and education they have to offer. Leaders and staff regularly meet to identify appropriate targets to develop staff's professional development further. Leaders are proactively responsive in putting in place support or further training. For example, they swiftly put in place training on sign language. They share their knowledge across the setting to ensure consistency in staff's interactions. They have recently attended training on oral hygiene to adapt their teaching to further support children's needs. Leaders provide training that consistently matches individual needs, with a focus on securing excellence for all children. Staff wellbeing is also of high priority. Leaders support staff in times of need, signposting support and offering time. They also celebrate their staff's strengths, so they feel recognised and that they are a valued member of the team. Leaders carefully plan transitions within the setting. They gather up-to-date information from parents and carers, ensure that this information is clearly communicated to the new key person and allow supported time with an adult in the different room. Leaders also have consistently positive engagements with local schools. They consistently share information on children's progress and any concerns. This supports continuity in care and education. Leaders also adapt transitions for those children with special educational needs and/or disabilities (SEND), where they use additional funding to allow a familiar adult to attend the school setting. This helps children with SEND feel comfortable and build their confidence during times of transition. What it's like to be a child at this setting Children thrive and flourish at this nursery, where staff prioritise getting to know the children and their families. Families are supported well by leaders and staff through individualised support, such as signposting available training, such as around toileting, mental health and speech and language. Children's needs are quickly met as staff ensure that learning and care practices reflect the ongoing changes to individual circumstances. Children eligible for additional funding are supported well with their individual needs. For example, staff implement resources to build on their learning, staff develop their own knowledge through further training in order to support their needs, and staff offer essentials for families to support them at home. Children enjoy accessing activities in the nursery, planned by staff to build on their confidence, learning and experiences. For instance, children who previously showed anxiety over messy play happily get involved with making different marks using a variety of tools. Children also extend their understanding of the world through staff carefully planning activities within the community. For example, children learn about healthy habits when they go to the shop to buy the ingredients to prepare for snack or lunch. This particularly supports those children who are disadvantaged. Children with special educational needs and/or disabilities are also well supported through targeted teaching and are regularly assessed to ensure positive progress. Children are extremely confident and happy, and they regularly approach staff to share their ideas, play and ask for help. They feel safe and secure as staff are responsive to their requests. Children listen well to their peers, sharing resources and taking turns. Younger children enjoy learning from older children in the outdoors, such as by copying their physical skills while staff proactively support them, if needed. Children enjoy a language-rich curriculum, where they listen to many familiar songs, read books and learn new knowledge in the moment, modelled consistently by staff. Children's attendance is carefully monitored by staff and leaders, and they work closely with parents on adapting timetables to promote positive attendance and punctuality. Leaders and staff follow up unexplained absences quickly to ensure children are safe. Inspector: Amy Johnson (EM) About this setting Unique reference number (URN): 2831014 Address: Hucknall Family Hub Broomhill Road, Hucknall Nottingham NG15 6AJ Type: Childcare on non-domestic premises Registration date: 17/03/2025 Registered person: Broomhill Day Nursery Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Nottinghamshire County Council Facts and figures used on inspection Next steps Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing. About this inspection The inspector spoke with leaders, staff, 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. This data was available to the inspector at the time of the inspection. This data is from 22 September 2026 Children numbers Age range of children at the time of inspection 0 to 3 Total number of places 53 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? 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