URN 2843903 · Inspected 2026-05-07 · Published 2026-06-22 · Inspector: Tina Garner
Playful Roots Nursery Swadlincote Unique reference number (URN): 2843903 Address: 115 Hearthcote Road, Swadlincote, Derbyshire, DE11 9DU Type: Childcare on non-domestic premises Registered with Ofsted: 07/07/2025 Registers: EYR, CCR, VCR Registered person: Bramble Wood Day Nursery Ltd Inspection report: 7 May 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 Overall, children develop the skills they need for later learning. They benefit from a well- sequenced curriculum that typically provides them with the support they need to build on their existing skills. Children with special educational needs and/or disabilities generally make well-targeted progress from their individual starting points. Children are curious, enthusiastic and eager to take part in activities. Babies develop physical skills as they crawl and move around. They explore the toys and resources staff have set out around the room. Toddlers build strength in their hands and fingers as they roll and stretch play dough. They use small tools to cut, shape and create. Pre-school children experiment to find out how much water they need to add to compost before it breaks down into sludge and mud pies. Children are becoming increasingly independent in their self-care skills. Babies learn to feed themselves, while older children serve themselves at lunchtime. Pre-school children clear away their plates when they have finished eating, scraping their leftover food into the bin. Children develop communication and language skills as staff provide running commentary and ask questions pertinent to their ages and levels of understanding. Behaviour, attitudes and establishing routines Expected standard Children build warm relationships with staff and other children. They are encouraged to work together and get along as they play and learn. Staff model expectations for behaviour and use effective strategies to support children in managing their emotions. For example, staff working with pre-school children recognise when children with additional needs require further support. They provide quieter activities away from the other children, such as exploring, spinning and fidget toys. Children typically demonstrate positive attitudes to learning and follow routines well. For example, they happily line up when it is time to go outside to play. Staff encourage children to play together, take turns and cooperate during activities and outdoor play, such as when they wait for their turn to walk across the balancing blocks. Children confidently invite staff into their play and respond positively to the praise and encouragement they receive. Staff celebrate children's achievements and share these with parents at collection times. This promotes children's confidence and self-esteem. Attendance is rigorously monitored. Leaders promote punctuality and regular attendance to help families establish good habits that support children's learning. Children's welfare and wellbeing Expected standard Leaders ensure that care practices meet the personal needs of children of all ages, including those with special educational needs and/or disabilities. Daily hygiene routines are followed, which include washing hands before mealtimes and wiping noses throughout the day. Babies benefit from a designated sleep room. They are provided with individual sheets and blankets, and have safe carefully considered sleeping arrangements. Overall, children's good health is appropriately considered. Staff typically provide healthy snacks in the morning and offer children water to drink throughout the day. They talk to parents who choose to bring packed lunches for their children about the importance of including healthy options. Staff support pre-school children to recognise and express their thoughts and feelings. They encourage children to talk about their likes and dislikes of food at lunchtime. Leaders understand the importance of children being physically active and spending time outside. The recent renovation of the outdoor area ensures children of all ages and abilities can play safely. Staff plan daily outdoor activities to support all aspects of children's development. Curriculum and teaching Expected standard Leaders have developed a broad and well-organised curriculum that is logically sequenced to reflect children's ages and stages of development. Staff implement the curriculum around the nursery's 6 values. They ensure these are woven through all areas of learning and development, including promoting children's resilience, respect for others and resourcefulness. This helps to promote their growing confidence, capability and independence. Leaders and staff know children well, including what makes them unique. Staff determine accurate next steps following regular assessments. These next steps are not always carefully considered, when planning support for children to ensure they make the best possible progress. Staff promote children's love of books. Children of all ages enjoy looking at books and reading stories with the staff. Babies seek out familiar staff to share their favourite picture books. Staff support toddlers to develop early language skills as they chat with them while playing. Pre-school children are keen and enthusiastic to join in activities. During some group activities, staff do not always encourage children to listen, answer questions and take turns during conversations. Noise levels continually rise as children and staff raise their voices to be heard. This means children do not always benefit fully from the staff's teaching. Staff encourage babies' curiosity as they interact with them using cause and effect toys. They support younger children during role-play activities, helping them to develop their imagination and small-muscle skills. Staff introduce early mathematical concepts. They help older children to count and model vocabulary, such as 'tall' and 'more'. This helps children develop secure foundations in early mathematics and prepares them well for the next steps in their learning. Inclusion Expected standard Leaders find out about children's unique backgrounds to help understand how to best support them and their families. Staff identify and assess children's individual needs with care and precision through ongoing and targeted assessments. Overall, leaders recognise when children require additional help and respond by working in partnership with parents and carers and external professionals to ensure support. Individual support plans are shared with staff and are regularly reviewed to support a shared commitment to early intervention. Staff recognise when children might experience barriers that affect their ability to take part in and enjoy activities. They have used funding to encourage children to sustain their attention and regulate their emotions. This has had a positive impact on children's behaviour. For example, staff have purchased toys that encourage children to keep their hands busy and distract them during times when they need to wait. This has a calming effect on them and they tolerate waiting much better. Because of this, children more readily join in and play alongside others, which promotes their sense of belonging at the nursery. Leadership and governance Expected standard Leaders show commitment to providing high-quality care and education for children. They are reflective and seek ways to make improvements. They review all aspects of the nursery and demonstrate a willingness to implement improvements. Leaders work effectively with other professionals, such as the staff at the local school. Transitions for children moving on to school are well planned, helping them move on confidently. Staff morale is high, and leaders prioritise staff wellbeing. Staff receive ongoing supervision and support that helps them to understand their strengths and areas for development. They engage in relevant professional development and training, which, for the most part, enhances their existing skills. Regular team meetings, including discussions, quizzes and scenarios, help staff reflect and build on their existing knowledge. Parent partnerships are effective. Parents and carers share positive feedback about the care and education their children receive. This includes the support that leaders provide in seeking additional funding and outside agency support for their children. Parents enjoy receiving photos and updates about their children's learning. They say that the strategies used in the nursery are making a difference at home. 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 attendance is promoted well and they receive a warm welcome on arrival at this inclusive nursery. They arrive excitedly and leave their parents with ease. Children are curious learners, who are keen to explore the stimulating environment. Babies are curious and explore sensory toys with excitement as staff interact with them. Younger children enjoy mark-making activities. This helps to develop their imagination and small-muscle skills. Older children use balancing blocks to create various pathways, which supports their problem-solving skills. Children, including those with special educational needs and/or disabilities, disadvantaged children and those who face barriers to their learning and/or wellbeing, are generally supported well. Children are encouraged by staff to actively join in with songs, rhymes and stories using actions. For example, babies enjoy listening to staff sing songs. They move their body, smile and join in with actions. While older children enjoy joining in singing number songs, they use their counting skills as they are encouraged to count using their fingers. Children build bonds with staff and show that they feel safe and secure. When children become upset, staff offer cuddles and reassurance, responding sensitively to their emerging needs. Gentle interactions and warm relationships with key persons ensure all children feel confident and safe. Next steps Leaders should support staff to improve the planning and organisation of group activities, to improve older children's engagement and encourage them to take turns in Inspector: Tina Garner About this setting Unique reference number (URN): 2843903 Address: 115 Hearthcote Road Swadlincote Derbyshire DE11 9DU Type: Childcare on non-domestic premises Registration date: 07/07/2025 Registered person: Bramble Wood Day Nursery Ltd Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30 Local authority: Derbyshire conversations and listen to the views of others. Leaders should ensure staff focus more precisely on children's next steps in learning, to help them continually build on what children already know and can do. About this inspection The inspector spoke with leaders, staff, the special educational needs coordinator and the designated safeguarding lead during the inspection. We carried out the inspection under section 49 and 50 of the Childcare Act 2026 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that the provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further in formation about this. Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 7 May 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 57 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. 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