The Secret Garden Children's Day Nursery

The Secret Garden Children's Day Nursery
Unique reference number (URN): EY555809
Address: The Gladiator, Tuffley Lane, Tuffley, Gloucester, Gloucestershire, GL4 0PZ
Type: Childcare on non-domestic premises
Registered with Ofsted: 03/01/2018
Registers: EYR
Registered person: Secret Garden Nursery Limited
Inspection report: 10 April 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 steady progress from their starting points. They develop communication and
language through meaningful interactions. Babies use sounds, gestures and eye contact to
communicate. Young children use words to make choices and begin to link these together.
Older children speak in sentences and share their ideas.
Children demonstrate independence in daily routines. For example, children move
confidently between activities and follow routines, such as preparing for snack. Children
develop focus and engagement as they explore materials and represent their ideas.
Children with special educational needs and/or disabilities and those facing barriers to
learning make progress from their starting points. Children who find transitions difficult begin
to manage these more successfully and take part in group routines. Children are prepared
for their next stage of learning. At times, children's progress is less secure where next steps
are too broad and do not support their learning precisely.
Behaviour, attitudes and establishing routines Expected standard
Children behave well. They understand expectations and follow familiar routines. For
example, children respond to tidy-up cues and move calmly between activities. They line up
and wash their hands before snack, showing increasing independence and understanding of
routines. Staff build warm and respectful relationships with children. Children feel secure
and seek support when needed. This helps them to settle quickly and engage in their
learning. Children play alongside others and begin to cooperate. For example, staff support
children to share resources and manage frustration. For example, they model how to scoop
and pour during water play so children can continue to take part.
Leaders establish clear expectations for children's behaviour across the setting. Staff
support children consistently to understand these and adapt their approach to meet their
individual needs. For example, staff provide clear guidance and reassurance to help children
take part alongside others and engage in shared routines. Leaders follow up on children's
absences. They work with families to promote regular attendance so children can take part
in learning consistently. At times, the organisation of the environment and resources does
not fully support children to sustain engagement, which affects how consistently they remain
focused during activities. For example, when resources are not positioned or organised
effectively, some children move between activities without sustaining their involvement.
Children's welfare and wellbeing Expected standard
Children receive attentive care that meets their individual needs. Staff know children well
and respond to their routines. For example, babies follow individual sleep and feeding
routines, which supports their comfort and wellbeing. Staff provide reassurance and support,
helping children to feel safe and secure. Children form close relationships with staff. They
seek comfort when needed and confidently explore their environment. This supports their

emotional wellbeing. Staff help children to recognise and manage their feelings and support
them to re-engage in play.
Children develop independence in their personal care. They follow routines, such as
washing their hands before meals. Staff help children to understand hygiene and how to
keep themselves healthy. They support children's dietary needs carefully. For example, staff
check allergy information and use clear systems to ensure children receive the correct food.
Staff sit with children during mealtimes, supporting their wellbeing.
Children benefit from regular outdoor play, which supports their physical development. The
setting promotes healthy lifestyles through daily routines, including nutritious meals and
active play. The setting is screen free, which supports children's communication and
interaction. Leaders promote e-safety through information shared with parents and carers.
They are beginning to consider how children's understanding of staying safe and healthy
can be enhanced further.
Curriculum and teaching Expected standard
Leaders design a broad curriculum that reflects children's interests and stages of
development. They prioritise children's communication and language, physical development
and children's personal, social and emotional development. Overall, staff understand what
they want children to learn and plan activities to support this.
Staff interact positively with children and support their learning through play. They model
language using simple phrases, such as 'dab, dab, tap, tap'. Children repeat these words.
Staff introduce early mathematical ideas. For example, they encourage children to count the
legs of insects they find. Staff support children's curiosity as they explore how objects move,
such as watching cars travel through guttering.
Staff use assessment to identify what children know and can do. They use this to inform
planning and adapt activities for different groups of children. This includes children with
special educational needs and/or disabilities and those who face other barriers to learning.
Leaders review this through ongoing assessment and discussion with staff.
Staff do not translate the curriculum intentions consistently into precise teaching. At times,
they do not organise or adapt activities effectively to support the intended learning. In
addition, children's next steps in learning are sometimes too broad. As a result, teaching
does not always focus clearly on what children need to learn next. For example, staff
sometimes identify general next steps, such as developing communication or a sense of
self, which do not provide enough detail to guide teaching precisely during activities.
Inclusion Expected standard
Leaders create an inclusive culture where staff identify children's needs early. They gather
information from parents and carers and professionals to assess children's development and
plan support. This includes children with special educational needs and/or disabilities and
those who face other barriers to learning and/or wellbeing. Leaders take effective action to
reduce these barriers. Staff adapt activities, routines and interactions to meet children's

needs. For example, they provide additional support at key times, such as mealtimes and
transitions. This helps children to access the curriculum and take part in daily experiences.
Leaders assess children's needs and put targeted support in place. Staff implement
strategies and leaders review this regularly, adjusting provision as children progress.
Leaders provide guidance so staff understand how to assess children's needs and
implement strategies effectively. They work with external professionals to ensure appropriate
support.
Leaders use additional funding to support disadvantaged children. For example, they
provide additional resources and access to experiences. For example, leaders arrange visits
from external providers, to support children's engagement in learning. They also support
children known to social care through partnership working with families and professionals.
While staff have access to communication strategies, such as now and next boards and
objects of reference, they do not consistently use these in practice. This limits how
effectively some children's communication is supported.
Leadership and governance Expected standard
Leaders demonstrate a clear understanding of the setting's strengths and areas for
development. They reflect accurately on practice and take timely action to improve. Leaders
maintain clear systems to support children's safety and wellbeing. For example, they use
detailed records to monitor care routines and ensure staff understand expectations.
Leaders work effectively with external agencies. They follow established processes and
share information effectively. Leaders keep detailed records, which are clearly documented.
They use this information, including accident records, to identify patterns and take action to
reduce risk. For example, they have made changes to the environment, such as adjusting
door handles and reviewing resources, to further minimise potential risks. Leaders maintain
a clear oversight of the setting. During a period of absence, leadership responsibilities were
shared effectively, ensuring continuity of care.
Leaders support staff well. They provide staff with regular supervision sessions and access
to training. Leaders have strengthened this, ensuring all supervision sessions are completed
by senior leaders to maintain oversight and consistency. Staff report that they feel supported
and valued. Leaders recognise where practice can be further developed. They are focusing
on strengthening the implementation of the curriculum so that teaching aligns more precisely
with children's learning.

What it's like to be a child at this setting
Children arrive happily and settle quickly into a welcoming environment. Staff know children
well and greet them warmly. All children form secure relationships with staff. This helps them
to feel safe and confident. For example, babies approach familiar adults for reassurance and
share books. This shows children's growing trust and attachments. Children enjoy a range of
experiences that reflect their interests. They explore natural materials, investigate insects
and take part in creative play. Young children show excitement as they search for bugs and
mark what they find on checklists. Older children explore colour mixing and create models
using different materials. Staff talk with children as they play and introduce new words.
Children repeat phrases and begin to express their ideas with confidence.
Children develop independence through clear routines. They understand what is expected
of them. Children wash their hands, line up safely and help to tidy resources. Older children
take on responsibilities, such as helping others and preparing for mealtimes. This supports
their confidence and sense of belonging. Children attend regularly and benefit from these
routines, which support their learning and development. Children with special educational
needs and/or disabilities receive appropriate provision. Staff adapt their approach to meet
their individual needs. They work closely with families and other professionals to share
information and plan children's next steps. Children who need help with communication or
routines generally receive guidance to take part in daily experiences. This helps them feel to
included and make progress from their starting points.
Children behave well and play alongside others. They build positive relationships with their
peers. Staff create a calm and nurturing environment where children feel valued, including
those who may face barriers to their learning and wellbeing. Children are cared for in a safe
and well-organised environment. Staff supervise them closely and respond quickly when
needed. Children enjoy healthy meals and regular outdoor play. These experiences support
their physical development and emotional security.
Next steps
Leaders should further strengthen staff knowledge of the curriculum so that teaching is
more intentional, with precisely identified next steps and well-organised resources that
consistently support children's learning.
Leaders should embed the consistent use of communication strategies to better support
children with special educational needs and/or disabilities to access learning.
About this inspection
The inspector spoke with leaders, the special educational needs coordinator, staff, parents
and carers 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

Inspector:
Holly Smith
About this setting
Unique reference number (URN): EY555809
Address:
The Gladiator
Tuffley Lane, Tuffley
Gloucester
Gloucestershire
GL4 0PZ
Type: Childcare on non-domestic premises
Registration date: 03/01/2018
Registered person: Secret Garden Nursery Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Gloucestershire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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
111
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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