White House Day Nursery (Notts) Ltd

White House Day Nursery (Notts) Ltd
Unique reference number (URN): EY424561
Address: 41 Bridgford Road, West Bridgford, Nottingham, NG2 6AU
Type: Childcare on non-domestic premises
Registered with Ofsted: 24/05/2011
Registers: EYR, CCR, VCR
Registered person: Whitehouse Day Nursery (Notts) Limited
Inspection report: 20 January 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 across all areas of learning. They become confident
learners who are well prepared for transitions within the nursery. Children show increasing
independence as they learn to serve themselves meals and pour water from jugs without
spilling. Children with special educational needs and/or disabilities receive well-tailored
support and make rapid progress from their starting points.
Babies explore a variety of textures and sounds, developing their sensory awareness.
Babies develop their physical skills, such as pulling themselves up to standing. Children use
mathematical language confidently during interactions with one another. Older children
develop essential skills for school and later life. They demonstrate their confident fine motor
skills when using tools and equipment, such as screwdrivers, a bradawl and cutlery.
Children communicate confidently, expressing themselves clearly and listening attentively.
This prepares them well for the next stage of their learning.
Children's welfare and wellbeing Strong standard
Children's welfare and wellbeing are given high priority across the nursery. Effective settling-
in procedures support leaders and staff to build very secure partnerships with parents and
carers from the outset. Staff know children extremely well and are highly responsive to their
varying needs and changing circumstances. They create a welcoming and nurturing
environment, where children thrive and develop positive relationships with staff and one
another. An inspiring key-person system supports children's emotional wellbeing, ensuring
that care and learning are tailored to each child's individual needs. For example, babies
show they feel safe and secure as they enjoy cuddles and close interactions during sleeping
and feeding times.
Children enjoy being active and are eager to play in the garden, where they explore a wide
range of activities. They learn to take manageable risks. With staff's sensitive support they
build resilience and confidence in their abilities as they climb, jump and use tools. Staff help
children to understand and express their feelings and emotions. They respond promptly to
their needs and offer comfort, praise and reassurance. Staff read a story about a monster,
which helps children to recognise and talk about their feelings.
Curriculum and teaching Strong standard
Leaders and staff work diligently to provide all children, including those who face barriers to
their learning, with a well-sequenced and high-quality curriculum. This supports the
foundations for children's learning and progress effectively. Staff successfully implement the
intended curriculum while ensuring that the unique needs of each child are met. They
consistently apply it through their highly effective teaching. Staff actively join in children's
play and use their skilful teaching to build on children's prior knowledge and interests. Staff
give a high priority to children's communication and language development. They
successfully commentate on what children are doing. For example, when younger children

play with play dough, staff introduce new words such as 'squeeze', 'patting' and 'flat'. Staff
frequently share storybooks and sing rhymes with children to further support their language
development. Staff expertly weave mathematical concepts through their interactions with
children.
Leaders and staff are passionate about outdoor learning and build on children's curiosity
through nature. Children work collaboratively to mix potions using petals and sticks. Staff
extend children's thinking skills as they work out how to change the colour of the water. Staff
extend forest school experiences into the nursery. They support children to use a saw
outdoors and bring sticks into the pre-school room where children immerse themselves in
making birds nests and exploring different feathers. Staff support children to build positive
relationships through group times and activities that promote turn taking and sharing.
Inclusion Strong standard
Leaders and staff know children and their families very well and have high expectations for
meeting individual children's needs. Staff quickly identify when children need extra support.
They work with leaders, parents and carers to create individual support plans. For example,
staff offer a daily yoga session for all children following guidance and support from
professionals to meet individual children's targets. Leaders use funding very effectively to
meet children's needs. As a result, staff expertly support children's specific communication
and language skills. For instance, they spend time in a quieter room, playing games with a
small number of children to help them hear words clearly with reduced background noise.
Staff ensure that children can see their mouth movements when communicating. This
support children's pronunciation and their learning of new vocabulary. Staff, leaders and
parents frequently review the strategies to ensure that they are helping children to make
excellent progress towards their individual targets.
All children demonstrate a strong sense of belonging. Staff fully understand the importance
of creating an accessible and adaptable environment. They are highly skilled at adapting
their teaching to ensure all children can access the curriculum and feel included in daily
routines. Staff provide a safe and highly supportive environment for all children to learn,
supporting those with specific needs and enabling all children to make excellent progress
and reach their full potential.
Leadership and governance Strong standard
Leaders show passion and commitment to providing high-quality care and education for all
children. They have a secure understanding of the setting's strengths and continually reflect
to identify any priorities for improvement. They respond swiftly to make changes. For
example, this includes staff making reasonable adjustments at mealtimes to offer a calm,
sociable and learning environment to meet children's individual needs.
Staff morale is high because leaders are supportive and mindful of staff's wellbeing. Leaders
and staff work very closely with specialist early years professionals, which enables them to
adapt the provision precisely to meet children's individual needs and supported to make
consistent progress. Staff access a wealth of ongoing training. They have made excellent
use of the knowledge they gained through recent training as they expertly weave

Expected standard
mathematical language into conversations with children. Leaders recognise the importance
of supporting staff and having plans in place to build on their interactions to support children
to continue to make significant progress.
Leaders aim to be more sustainable and teach children how to care for the environment and
learn how to look after the world they live in. They have made excellent use of the outdoor
area to offer children a natural space to explore and thrive. They currently grow herbs, which
are available for parents and carers, and have plans to enhance the area to include growing
their own vegetables.
Parents share extremely positive feedback about all the kind and nurturing staff. They work
together with staff and feel their children's individual needs are superbly weaved into the day
and are having a positive impact on their child's learning.
Behaviour, attitudes and establishing routines Expected standard
Children form very trusting relationships with staff. The atmosphere is calm and purposeful
as children enthusiastically explore a wide range of well-organised resources. They
confidently make independent choices in their play. Staff ensure that children of all ages can
access the routines. For example, staff adapt the daily routines to reduce barriers to learning
for all children, including those with special educational needs and/or disabilities.
Leaders and staff are positive role models for children. Older children demonstrate that they
know the importance of playing cooperatively together, taking their turn and being kind to
their friends. They enjoy building towers together and racing cars down ramps.
Children generally show positive attitudes to learning. When older children are finished with
resources, they carefully put them back where they belong. They demonstrate they are
familiar with mealtimes as they wash their hands, serve themselves food and remain seated
to eat with their friends. Staff have high expectations for children and demonstrate an
awareness to reinforce rules and boundaries. However, these approaches and explanations
are not consistently applied across the nursery. As a result, younger children lack focus to
follow rules, such as tidying up and taking part in group activities.
Leaders place a strong emphasis on monitoring children's attendance. They work very
closely with parents to promote children's attendance and place the utmost importance on
children's welfare. The nursery offers an early start from 7.30am on a pre-bookable basis.

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
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children thoroughly enjoy their time at this highly inclusive and nurturing setting. The
nursery is a warm and welcoming place, where friendly staff greet children and parents
enthusiastically. Children demonstrate that they feel safe and secure. They are treated with
the utmost dignity and respect by the caring and attentive staff. Babies readily receive
reassuring cuddles from staff, and older children confidently ask for help if needed.
Children progress successfully from their individual starting points and achieve well in
readiness for the next stage of their learning. Leaders and staff meticulously prepare

Inspector:
Kate Francis
About this setting
Unique reference number (URN): EY424561
Address:
41 Bridgford Road
West Bridgford
Nottingham
NG2 6AU
children for their next steps through carefully planned transition activities. For example, they
develop their independence, extend their vocabulary, and support them to be physically able
to sit on chairs and use age-appropriate cutlery. Staff successfully support children's
wellbeing and confidence as they spend time with them during visits to the next room. This
helps children to get to know the new environment, staff and children.
Children explore the exciting learning environment with curiosity, enjoying every moment of
their day. They select what they would like to do and remain purposefully engaged in
activities. Babies flourish as they enjoy moving their bodies and clapping their hands while
staff sing. Toddlers concentrate as they enjoy moulding play dough with their hands and
using various tools. Pre-school children spend time looking at books with staff. They are
inquisitive as they engage in conversations and learn about incubators and eggs hatching.
Furthermore, children engage in regular yoga sessions to support their physical
development and to encourage mindfulness.
Next steps
Staff should consistently manage the expectations for children's behaviour to help all
children develop a clear understanding of rules, boundaries and what is expected of them.
About this inspection
The inspector spoke with leaders 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.

Type: Childcare on non-domestic premises
Registration date: 24/05/2011
Registered person: Whitehouse Day Nursery (Notts) Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Nottinghamshire County Council
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 20 January 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
79
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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