Dradishaw House Day Nursery Partnership

Inspection of Dradishaw House Day Nursery Partnership 15 Dradishaw Road, Silsden, KEIGHLEY BD20 0BH

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

All children, including children with special educational needs and/or disabilities (SEND), make good progress in their learning and development. Staff know children well. They consider children's individual interests when planning the curriculum. Staff use assessment well to check what children already know and what they need to learn next. Children are well prepared for the next stage of their learning.

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The provision is good

Staff are positive role models. Children behave very well. Staff encourage toddlers to say 'good morning' to their friends on arrival at the nursery. They use visual prompts to help pre-school children express their feelings, such as different emotion flashcards. Staff also talk with pre-school children about the rules of the nursery, for example how to walk indoors to help keep themselves safe. Staff consider age-appropriate ways to enhance children's personal and social development, including their emotional literacy.

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The provision is good

Babies confidently use small apparatus indoors, such as the slide. They sit on toys and use them independently to rock back and forth. Toddlers climb the steps and go down the slide outdoors with staff close by for support. They use wheeled toys that they push along with their feet and manoeuvre around their friends. Staff provide a range of activities for children to be physically active indoors and outdoors.

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need to do better?

n Leaders recognise the importance of effective supervisions and continuous professional development. Staff attend training to improve their practice and experiences for children. For example, some staff are currently accessing training to help enrich children's speech and communication needs. As a result, staff have introduced visual aids and use signs and symbols as they interact with children. They also use objects of reference to ensure that all children, including those with SEND, understand their instructions and spoken words. n Staff consider the sequence of learning well for children's self-care development. For example, babies use their hands to pick up fruit and drink from cups with lids. Toddlers use tweezers to pick up fruit and place the items in a bowl. Pre- school children collect their own plate and cutlery at lunchtime. When they have finished eating, they scrape any leftover food into the bin and place their items

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need to do better?

in the designated area. Staff support children well to be ready for their move in the nursery and to mirror routines children will follow at school. n Babies enjoy the sensory experience of feeling breakfast cereal as they play with role play animals. They show what they have learned and remember as they attempt some words from the rhyme 'Old MacDonald Had a Farm'. Staff offer

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need to do better?

29 April 2025 babies different textures for exploration with their fingers, such as dry sand and water. n Toddlers pour and transfer water from one object to another. They show good concentration as well as their developing hand-eye coordination skills. Some pre- school children match shapes to those displayed on the 'butterfly'. Staff introduce words such as 'clockwise' and demonstrate which way round the group they will go. Some pre-school children count the sides of shapes and name them, such as a circle, rectangle, triangle and square. n Overall, staff's interactions with children are good. However, the curriculum for mathematics is not planned as well as other areas of learning. For example, during water play with toddlers, staff do not always consider how they can introduce mathematical concepts and ideas. While some children in the pre- school room enjoy focused mathematical group-time activities, others quickly

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need to do better?

leave the group. This is because the group size is initially large. Also, staff do not always consider the different abilities, ages and stages of development of all children in the group. n All children enjoy outdoor play. Pre-school children dip paintbrushes in water and make marks on the wall. Babies enjoy the sensory experience of sand. However, there are fewer opportunities for toddlers to engage in sensory exploration and to make marks in different ways outdoors. n The support available for children with SEND is good. Leaders and staff work in close partnership with parents to help ensure that children receive the targeted support that they need. They also work competently with other professionals and use funding well to help secure the services and resources that help children reach their potential.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n consider the curriculum planning and delivery for mathematics further for toddlers and pre-school children n consider the curriculum outdoors for toddlers to enhance their sensory and creative exploration further.

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Setting details

Unique reference number 2741807 Local authority Bradford Inspection number 10395638 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 52 Number of children on roll 107 Name of registered person Dradishaw House Day Nursery Partnership

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reference number

Telephone number 01535 652020 Date of previous inspection Not applicable

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Information about this early years setting

Dradishaw House Day Nursery re-registered in July 2023 and is in Silsden, near Keighley. The nursery operates all year round, from 7.00am to 6pm, Monday to Friday, except for bank holidays and a week at Christmas. The nursery employs 14 members of childcare staff. Eight of these hold relevant early years qualifications at level 3 and above and six are studying towards an approved level 3 qualification. The nursery provides government funded places for childcare.

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Inspection activities

n The inspector and the manager completed a learning walk together and discussed the early years curriculum. n The manager and the inspector carried out a joint observation. n The inspector held meetings with the manager and the deputy manager to find out about the leadership and management of the setting. n Parents shared their views, and the inspector took these into account. n The inspector spoke with the children during the inspection.

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Inspection activities

29 April 2025 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.

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Inspection activities

29 April 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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