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Lake House Day Nursery

Lake House Day Nursery is a day nursery in Westbury on Trym for children aged 1 to 4, with 77 registered places. Ofsted report card, 18 November 2025: Strong standard in 2 areas, Expected standard in 4 areas; safeguarding standards met.

2 Lake Road, Westbury on Trym, BS10 5HG

Key facts

Type
Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
Ages
1 to 4 (Ofsted childcare register, as at 30 June 2026)
Registered places
77 (Ofsted childcare register, as at 30 June 2026)
Registered
31 October 2023 (Ofsted childcare register, as at 30 June 2026)

Opening hours

Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:45

Source: Ofsted report, inspection on 18 November 2025

Who runs it

Lake House Day Nursery is run by The Childcare Corporation Limited (Ofsted register).

Latest inspection

  • Inclusion: Strong standard
  • Curriculum and teaching: Expected standard
  • Achievement: Strong standard
  • Behaviour, attitudes and establishing routines: Expected standard
  • Children's welfare and wellbeing: Expected standard
  • Leadership and governance: Expected standard
  • Safeguarding standards met

Source: Ofsted, inspection on 18 November 2025. Contains public sector information licensed under the Open Government Licence v3.0.

What it's like to be a child at this setting

Staff provide a warm and welcoming environment, spend time getting to know the children and build secure relationships. Children show that they feel happy and settled as they confidently leave their parents' side. Staff greet them individually and ask about their morning. Parents are invited to share any updates, which are noted and shared with other staff in the rooms. This ensures that everyone is aware of any additional support that children might need. Children show that they feel safe and secure as they eagerly access the range of resources provided. Staff use information gathered before children start, to plan individualised learning. Staff carefully monitor children's progress, enabling them to identify what children need to help them move on to their next stage of learning.

Children enjoy being in this welcoming and inclusive nursery. Leaders and staff have high expectations for what all children, including those with special educational needs and/or disabilities, can achieve. Children are aware of the consistent daily routines and participate in them confidently. This helps to promote children's positive behaviour. The use of a song to indicate a change in routine helps to support the younger children to become familiar with what to do next. For example, staff and children sing a song as an indication that it is time for lunch. However, at times, group activities do not always provide children with experiences that enhance their learning and development.

Children are well supported to develop their independence. For example, the nursery environment allows children to access resources and activities freely. Staff provide lots of opportunities for children to develop a love of books as they listen to stories together with their friends. Leaders place a high priority on developing an effective and robust key-person approach. This helps children to develop warm relationships and supports their emotional wellbeing.

What Ofsted found in each area

Inclusion: Strong standard

Leaders and staff have very high expectations for what all children, including those with special educational needs and/or disabilities (SEND) can achieve. Staff access training and qualifications that help them to confidently observe children and assess their progress. Children benefit from individual learning plans that help to ensure they receive the right support at the right time. Staff share this information routinely with each other which helps them swiftly identify signs that children may need targeted support. Staff make timely referrals to agencies and quickly incorporate the advice of specialist professionals into children's individual programmes. In addition, they work collaboratively with parents to share strategies that can be used at home to help children have consistent support in their development. This helps to ensure that all children, including those with SEND, make excellent progress from their starting points. The dedicated and committed staff team collaboratively review the effectiveness of interventions to ensure that they make a demonstrable difference to children. Staff who have responsibility, diligently apply for additional funding from the local authority and external agencies. As children grow and develop, staff meticulously review the use of funding for adaptations and interventions. They make timely modifications to ensure that children are able to fully access the environment and every learning opportunity alongside their peers. This approach is highly impactful in helping all children to thrive.

Curriculum and teaching: Expected standard

Leaders provide an ambitious curriculum that has a positive impact for children. It is designed to focus on what all children need to learn, while also considering their interests. Leaders evaluate the effectiveness of the curriculum and make appropriate adjustments. Staff understand child development and know children well. They observe and assess children's progress regularly. Experienced staff have a secure knowledge of what children need to know and learn next. They typically use their knowledge of children's next steps to design activities. Staff read stories, sing songs and provide targeted interactions. This helps to support children's communication and language development. Staff use opportunities to share mathematical concepts with children. For example, as children play, they are encouraged to consider the size, shape and quantity of the resources they are using. When planning activities, staff work collaboratively to ensure that children who need additional support are considered and that activities are adapted. Children engage in regular group activities. However, during some of these opportunities, the youngest children struggle to take part. At these times, children's individual listening and attention skills are not well supported.

Achievement: Strong standard

Babies develop their communication and language skills very well as they sing songs and listen to stories read by staff. Older children explore and develop language regularly during their play, sharing ideas and using new descriptive vocabulary, such as during craft activities. Children use mathematical words and descriptions confidently during interactions with each other. They eagerly learn about quantity, shape and size. Older children develop secure relationships as they take turns and share with their friends. They particularly enjoy accessing the outdoor area, where they climb on wooden structures carefully, understanding the rules of how to keep themselves safe. Babies explore sand in low-level boxes. They develop their muscles as they are encouraged to pull themselves up to standing and reach out to explore new textures. All children are prepared very well for their future learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for children's behaviour and conduct. They set clear, age-appropriate rules and boundaries that positively impact on children's behaviour. Parents say that staff will call them if their child is absent to check the reason for the absence and offer support if needed. All staff have positive relationships with the children and help them to understand the routines of the day. Sometimes, such as during group and routine times, younger children appear disinterested and less engaged. This does not support children to have a consistently positive attitude to learning. Staff model a calm manner in their interactions with children. In turn, children are kind and helpful to their friends. For example, babies and young children are keen to help their friends to put on their bibs at appropriate times. In addition, when older children have slight accidental bumps, staff help them to understand that accidents happen and encourage them to look after one another. Children have warm attachments to their key person, helping them to feel settled and secure.

Children's welfare and wellbeing: Expected standard

Children confidently arrive and are keen to see their friends. They have warm relationships with staff and their peers, and children typically manage their emotions well. Staff show an interest in children, engaging them in conversations that are linked to their interests. Leaders have recently introduced a unique key-person system that incorporates three staff members who all have an equal understanding of each child and their progress. This helps all children to receive the support they need during staff holidays or absences. Children generally show that they feel safe and secure as they eagerly access the range of resources provided. Children have regular opportunities to play and explore outside and enjoy physical exercise. Staff provide opportunities to safely climb and navigate risks. For example, children are carefully monitored as they climb over a low fence and, when jumping, they learn how to land safely on the ground. Children cooperate with each other and show care towards their friends. Staff help children to think about how they can look after themselves to keep healthy. For example, older children are encouraged to think about what they would need to wear to keep warm and what they should eat if they were going on an adventure to the moon. Leaders evaluate the effectiveness of some routines, such as mealtimes and nappy changing, and are able to recognise where minor adjustments would support younger children even further.

Leadership and governance: Expected standard

Leaders regularly reflect on how well staff meet children's needs and are able to identify where changes may bring about further improvement. However, they have not identified some inconsistencies in how well some routines support younger children. A recent reorganisation of the room layout has improved accessibility while giving children more independence. Improvements are carefully planned and based on research, helping to ensure that any changes have a positive impact on children and staff. Leaders typically place an emphasis on staff development and wellbeing. Experienced staff say that they feel very supported to access continual training opportunities. Newer staff explain how they are given time within their working day to attend their studies. Staff are encouraged to share any learning from training with their peers. Staff who are new to the nursery receive nurturing support from a buddy. Leaders confidently support the staff team to ensure that all children, including those with special educational needs and/or disabilities, receive targeted support, enabling them to access appropriate and carefully planned learning opportunities. Parents are keen to say how the nursery team has supported them, adapted the environment for their children and given them resources to use at home to support their child's learning.

What the setting must and should do next

The provider should:

  • Leaders should consider reviewing and adapting routines and group activities to help younger children remain interested and engaged.

Ofsted's words, from the report on the inspection on 18 November 2025. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.

Inspection history

  • 18 November 2025: Full inspection, report card: Strong standard in 2, Expected standard in 4

Ofsted report cards (England, from November 2025)

Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.

The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.

Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.

Source: Ofsted reports

Funded childcare hours in England

All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.

Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.

Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.

The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.

Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)

Other nurseries nearby

  • Manor House Nursery - Day nursery, Bristol BS10 5DW, ages 1 to 4, 67 places, 0.1 miles
    Ofsted, 31 January 2023: Good overall; safeguarding is effective
  • Little Foxes Forest School Westbury - Pre-school, Bristol BS9 3ET, ages 2 to 5, 50 places, 0.3 miles
    Ofsted report card, 2 July 2026: Strong standard in 4 areas, Expected standard in 2 areas; safeguarding standards met
  • Southmead Children's Centre - Pre-school, Bristol BS10 5PW, ages 1 to 4, 28 places, 0.5 miles
    Ofsted, 1 February 2022: Good overall; safeguarding is effective
  • Raised in Bristol at the Greenway Centre - Day nursery, Bristol BS10 5PY, ages 1 to 4, 62 places, 0.5 miles
    Ofsted, 22 June 2023: Good overall; safeguarding is effective
  • The Bluebell Nursery - Day nursery, Bristol BS10 5PY, ages 2 to 4, 25 places, 0.5 miles
    Ofsted, 14 August 2024: Good overall; safeguarding is effective

Schools nearby

Lake House Day Nursery on the Ofsted website