Tudor House Day Nursery @ Preston New Rd

Tudor House Day Nursery @ Preston New Rd
Unique reference number (URN): 2734641
Address: 248 Preston New Road, Blackburn, BB2 7AA
Type: Childcare on non-domestic premises
Registered with Ofsted: 26/05/2023
Registers: EYR
Registered person: Synergy Day Care Ltd
Inspection report: 14 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.

Expected standard
Behaviour, attitudes and establishing routines Expected standard
The positive emotional environment and high expectations for children's behaviour are a
strength of this setting. Leaders have worked hard to establish consistent routines that are
age and stage appropriate for the children who attend. This supports new children to feel
secure, many of whom have had no prior experience of early years settings.
The relationships between staff and children are nurturing. The staff team typically ensures
that children are supported to make a positive contribution . All children learn the 'golden
rules' in the setting. Children take pride in taking responsibility for tasks. For example, at
mealtimes, children enjoy being the helper. Children behave well.
The emotional atmosphere is well developed by leaders. The provider fosters an ethos of
care and respect for all. Leaders understand the importance of staff's wellbeing. Staff report
that they are happy in their work and this in turn impacts on the happiness of children.
Leaders promote the importance of attendance. For instance, they follow up on all children's
absences by promptly contacting parents and carers.
Children's welfare and wellbeing Expected standard
Children's basic care needs are met. As such, children can focus on their play and learning.
The setting helps children to maintain good physical and mental health. Routines, such as
sleeping and intimate care, support children's individual needs and help to ensure their
safety.
Staff use these care routines to develop secure attachments with children. For example,
staff sing softly to children as they change their nappies and wipe their noses. This supports
children to develop a secure sense of emotional wellbeing. Staff help children to recognise
and express and manage their feelings. For instance, staff sensitively intervene when
children struggle to share toys. Staff explain to children they they can each have a turn.
Staff know about each child's dietary requirements and support children to maintain good
health. For example, they typically promote healthy foods and drinks in the nursery. Children
are beginning to develop an understanding of their own health. Leaders have put in place
plans to further support children's positive oral health.
Inclusion Expected standard
Leaders understand the importance of finding out about children's home lives and individual
needs. For instance, staff engage with other agencies, such as social workers, to ensure
that they understand any support that children require. The designated safeguarding leads
use their knowledge of a child's care status to plan their support packages.

Needs attention
Children who attend the setting who may have special educational needs and/or disabilities
are included in the nursery activities. For example, staff provide children with 'fidget toys' to
help them join group activities. Leaders are committed to helping staff to promote inclusion.
They provide relevant training and coaching to support staff in understanding equality,
diversity and inclusive practices. For example, staff encourage all children to play and share
together cohesively.
Staff are aware of the barriers children face to their learning. They typically have a clear
understanding of the ways they can support children's learning. Leaders monitor children's
progress and plan for the support children need to be included. This helps children to
access the available curriculum.
Achievement Needs attention
Children make inconsistent progress in their learning. Children's development in their
communication and language skills is basic. Babies learn some important pre-language
skills, such as babbling and using gestures. Older children learn how to use simple
sentences and develop a wider vocabulary. However, children do not acquire the
understanding and use of more complex language to underpin their broader development.
Children's mathematical development is not secure. Children are exposed to numbers,
counting and shapes. However, they do not learn more formal skills, such as comparing
quantities and solving problems.
Children develop well personally, socially and emotionally. They learn how to play alongside
one another and how to behave kindly and with care for others. For example, children share
toys happily. Children develop confidence and a sense of self.
Curriculum and teaching Needs attention
Leaders have created a curriculum overview that focuses on the development of children's
personal, social and emotional skills, physical and language development. This helps
children to gain some of the foundational skills they require. However, the curriculum lacks
breadth across the other areas of learning. This means that children do not gain sufficient
knowledge in mathematics, literacy and understanding of the world.
Staff plan daily opportunities for children to learn some of the curriculum goals, but this is
with limited success. Too often the activities that staff plan do not allow children to learn
what is intended. For example, staff carry out 'what is in the box' sessions to help children
learn new words. However, staff do not pay careful attention to their teaching, which means
children do not learn correctly what things are. For example, staff tell children a train
carriage is a bus. In some rooms, staff play music and rhymes too frequently, which raises
the volume levels. At these times, teaching does not consistently support children's
language skills to build their communication effectively.

The organisation of the daily routines sometimes hinders children's learning. Staff plan times
in the day for children to come together to learn, but they do not plan for the individual needs
of the children in the group. For instance, pre-school children listen to the story of 'Handa's
Surprise' being read. Some children do not understand the concepts that staff teach and
lose interest in the activity. Staff do not adapt their teaching and, as a result, some children
do not build on their prior knowledge. That said, all children are supported to take part in the
activities and are included because staff recognise the need to make adjustments for those
who need them.
Staff generally use assessment to check what children know. However, they do not use
these assessments effectively to discuss the progress of their key children at regular
intervals with leaders. This limits the impact of the curriculum on individual children,
particularly quieter children.
Leadership and governance Needs attention
There have been significant changes to leadership since the last inspection. The new
leadership team lacks awareness all of the setting's areas for improvement. This means that
focused action has not been taken to address areas of practice that need improvement. For
example, leaders have not identified that the curriculum focus on communication and
language is not yet having a significant and positive impact on children's achievements.
Leaders require additional support and training to be able to accurately reflect on the
provision.
There are currently limited opportunities for staff to receive professional and constructive
feedback that helps them to improve their teaching. Staff benefit from some professional
development, such as staff receive training in mandatory subjects, such as food hygiene
and safeguarding. Leaders manage staff's wellbeing appropriately and this contributes
positively to the day-to-day running of the setting.
Some action has been taken since the last inspection. For example, staff now apply some of
the policies and procedures more effectively, particularly in relation to behaviour
management, promoting children's independence and healthy eating.
What it's like to be a child at this setting
Children are happy and well cared for. Leaders and staff help all families and their children
to settle into life in the setting. Staff build positive and professional relationships with

children and their parents and carers. As such, children show they feel welcomed. For
example, babies look to staff for comfort and reassurance when they arrive and older
children quickly learn the daily routines as they get ready to play outside.
There have been changes to the leadership since the last inspection. The new leadership
team has identified a curriculum plan. However, this and the quality of teaching, requires
further development to ensure that children gain all the knowledge and skills they will need
for future learning and their eventual move to school.
All children are included in this warm and friendly nursery. Staff quickly find out about the
individual needs of children with special educational needs and/or disabilities or additional
support that children require. Leaders fully understand and promote the importance of
regular attendance. This means that children show that they feel they belong. Children are
well protected and kept safe.
Children develop their early social and emotional skills. Staff provide consistent and warm
responses, and model positive behaviour. This helps children to gradually build self-
awareness and confidence. Staff teach children self-help skills well through the daily
routines. This means children learn how to pour drinks at mealtimes and put outdoor
clothing on. However, children's achievement in some of the other areas of learning, such as
literacy and mathematics, is limited. Leaders do not identify all gaps in staff's skill and
understanding.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion
Date
develop staff's understanding of how to adapt their teaching and
organisation of activities to meet the needs of all children
27/02/2026
improve the curriculum to cover all 7 areas of learning so children
build a range of skills and knowledge to support their future learning
27/02/2026
support leaders to improve the reflection of practice to identify all the
areas for improvement and inform training and coaching for staff
27/02/2026
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, parents
and children during the inspection.

Inspector:
Lois Hulley
About this setting
Unique reference number (URN): 2734641
Address:
248 Preston New Road
Blackburn
BB2 7AA
Type: Childcare on non-domestic premises
Registration date: 26/05/2023
Registered person: Synergy Day Care Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Blackburn with Darwen
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 14 January 2026
Children numbers
Age range of children at the time of inspection
1 to 4
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.

Total number of places
63
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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