Barnabas House Private Nursery

Needs attention

Last inspected Nov 2025

Ofsted rating for Barnabas House Private Nursery

Last inspected 28 November 2025 · Donna Birch

Actions the provider must take

What it's like to attend

• Leaders and staff understand children's individual needs and provide support that helps them access learning and make progress.
• Children show curiosity and engagement during sensory experiences with sand and water or when using bikes and climbing equipment outdoors.
• Staff build warm and trusting relationships with children and encourage self-help skills.
• Children have daily opportunities for fresh air and exercise.
• Children with special educational needs and/or disabilities or children who face additional barriers to their learning are well supported.
• The safeguarding standards are met, with an open culture where concerns are actively identified, acted upon, and managed, making children feel safer.
• Staff support children to follow good hygiene routines, including washing their hands and brushing their teeth.
• The dedicated cook ensures that children have nutritious meals and snacks, promoting healthy eating habits.
• Children form positive relationships with staff, who know them well and respond to their care needs with warmth and reassurance.

• 1Children's achievement across the setting is variable due to inconsistencies in teaching and daily routines, limiting their learning across the curriculum and preparation for the next stage of education.
• 2Opportunities to extend learning across various curriculum areas are not consistently planned or followed through, restricting children's ability to develop secure mathematical understanding and apply problem-solving skills.
• 3Children's independence and confidence are limited by overly rigid routines, which miss opportunities for practicing new skills, and learning is not consistently extended.
• 4Leaders do not always ensure environments support children's independent choices and skill-building, weakening the impact of behavior and attitudes due to inconsistent routines and expectations.
• 5Staff responses to behavior vary, missing opportunities to teach children about the impact of their actions on others.
• 6Staff provide fewer opportunities for children to understand the importance of joining in and contributing to shared routines, affecting their confident participation and positive attitudes toward learning.
• 7Inconsistencies in practice mean leaders cannot guarantee children always receive the necessary support to stay safe, with occasional lapses in supervision and inconsistent implementation of outdoor risk assessments.
• 8The quality of teaching is inconsistent, with some routines and group activities not fully engaging children or building on their next steps.
• 9Children's learning is occasionally narrowed by staff focusing on themes rather than individualized activities, leading to disengagement.
• 10Weaknesses in the quality and consistency of coaching and monitoring reduce the impact of leaders' actions, limiting staff guidance for effective curriculum implementation.
• 11Staffing pressures and leaders covering in rooms limit the impact of wider coaching, supervision, and monitoring, affecting children's learning, progress, and enjoyment.
• 12Staff do not always receive precise feedback or targeted professional development opportunities to improve their practice.
• 13Consistent support for all children attending the setting is not yet achieved.