Moortown Preschool & Day Nursery

Inspection of Moortown Preschool & Day Nursery C/o David Lloyd Leisure Club, Tongue Lane, Leeds, West Yorkshire LS6 4QW

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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 Good

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The provision is good

Babies and children make a positive start to their learning in this warm and nurturing nursery. They build strong bonds with the staff who care for them and settle smoothly into the well-considered routines. Children make good progress overall and are well prepared for the next stage of their learning, including starting school. Staff use their knowledge of children's interests and abilities well to systematically develop their skills and understanding. For example, staff play peekaboo games as babies recognise themselves in a mirror and develop self- awareness. Older children extend their understanding of themselves and the world around them. For example, they role play in a pretend hospital, dressing as doctors and nurses and caring for baby dolls.

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The provision is good

Staff help children to feel safe and to follow instructions. Children behave very well. They rise to the consistently high expectations of staff. For instance, children politely listen to each other as they choose songs together and follow the leader in their animal action rhymes. Children learn to assess their own risk as they develop their physical skills on increasingly challenging stepping stones and obstacle courses. Parents and carers appreciate that staff help their children to be happy, confident and independent.

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need to do better?

n Leaders and staff have high expectations overall for children's development at every stage of their learning. The curriculum is designed to progressively develop children's achievements as they advance through nursery. However, staff do not fully enrich and deepen children's learning. For example, they do not consistently adjust their interactions with children to their immediate needs and interests or ensure that resources are always clear and accessible. n The development of children's communication skills is central to the progress that they make. Staff are trained well and they skilfully introduce children to a varied vocabulary. They help children to use their emerging language skills through carefully considered questions. For example, staff ask children 'what do you think will happen?' as they experiment with whether magnets attract or repel different objects. n Staff promote children's engagement with books and songs to aid their

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need to do better?

development in various areas of learning. They offer children a carefully considered selection of fiction and non-fiction books to introduce new vocabulary and experiences. Staff read stories regularly in engaging ways that enhance children's concentration and anticipation. They introduce children to memorable words and phrases that support their understanding of the world and their communication skills. n The nursery positively nurtures children's personal development, independence

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need to do better?

20 May 2025 and social skills. Staff support children's emotional well-being. They encourage children's self-awareness and resilience by encouraging them to persist with tasks and collaborate. Older children learn about democratic decision-making by voting for stories to listen to. n The nursery provides targeted support for children with special educational needs and/or disabilities. They identify areas in children's learning and development that need attention at an early stage. Leaders make good use of staff's skills and collaborate with other professionals, such as inclusion specialists, to focus on and assist children's development, to maximise their progress. n Staff help children to achieve high standards of behaviour and self-awareness. Children learn about the importance of taking care of the world around them through, for example, projects on recycling, the adoption of a donkey in a nearby sanctuary, and planting and growing activities.

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need to do better?

n Leaders are ambitious for children to leave the nursery happy, confident and eager to learn. They are well-qualified and strong role models. Leaders support staff's development effectively through effective programmes of training and evaluation. They effectively foster a passionate and reflective staff team. n Staff work closely with parents to support children's learning. Parents positively recommend the nursery. They participate in a parents' committee, which contributes views to maintaining the quality of provision. Parents warmly appreciate the regular information on children's activities and the opportunities to support learning at home.

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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 strengthen staff's planning and engagement with children, to fully and consistently deepen and enrich their learning.

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Setting details

Unique reference number EY282992 Local authority Leeds Inspection number 10392854 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 56 Number of children on roll 103 Name of registered person Bright Horizons Family Solutions Limited

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reference number

Telephone number 0113 468 1056 Date of previous inspection 19 September 2019

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Information about this early years setting

Moortown Preschool & Day Nursery is part of a chain of settings owned by Bright Horizons and registered in 2004. It is situated in a leisure club in the Moortown area of Leeds. The nursery employs 24 members of childcare staff. Of these, nine staff hold appropriate early years qualifications at level 6, including four staff who hold qualified teacher status. The nursery opens Monday to Friday, all year round. Sessions are from 7.30am until 6.30pm. It provides government funded childcare.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The manager and the inspector completed joint observations of children's learning experiences and evaluated the activities. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke to children about their experiences as they played. n The inspector spoke to several parents during the inspection and also took account of their views from written feedback. n The manager provided the inspector with relevant documentation, including evidence of the suitability of staff. n The inspector spoke with the manager about the leadership and management of the nursery.

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Inspection activities

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

20 May 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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