Mulberry Roots Limited

Inspection of Mulberry Roots Limited Offecon House, Bury Road, Haslingden, Lancashire BB4 5PE

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

There have been many changes to staff and the leadership team during recent months in the nursery. This has led to several weaknesses that are related to the inconsistent support for staff, weaker partnerships with parents and carers and variations in the quality of education. However, the new leaders are reflective and committed to making improvements. Positive changes have been implemented, such as a revised curriculum that is ambitious and aimed at improving outcomes for all children. However, such changes are still in their infancy and not yet fully embedded. As a result, the quality of education children receive is not yet good.

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The provision requires improvement

Nevertheless, familiar staff greet children warmly. Staff quickly establish positive and trusting relationships with children. Children separate confidently from their parents and engage well in nursery life. Staff meet children's care needs through consistent daily routines, including designated times for meals and rest. Staff ensure that children's sleep is closely monitored, following safer sleep guidance in a calm and cosy area. These practices support children's emotional well-being. Children demonstrate a sense of belonging in the nursery.

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need to do better?

n The provider has failed to notify Ofsted of changes to the directors of the company. Although this is a statutory requirement, the impact on children is minimal. The provider has taken action to put this right. n Staff feel supported by the new leadership team and are beginning to respond positively to the changes. Leaders ensure that staff have completed mandatory training to enhance staff's knowledge and skills where possible. However, leaders have not yet fully embedded effective supervision sessions in their short time in post. This limits their ability to consistently support and develop staff and address weaknesses in practice. n Overall, staff support children with special educational needs and/or disabilities (SEND). Leaders use additional funding well. For example, they provide extra- curricular opportunities, such as football coaching, to help benefit all children's developmental needs. However, at times, leaders do not share relevant

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need to do better?

information about children with SEND with all staff. This means that some staff are not able to consistently implement strategies to meet the needs of children with SEND. n Staff plan a range of activities that children enjoy. Babies delight as they make sounds with a range of musical instruments. Furthermore, older children develop their hand muscles using a range of tools such as tweezers to pick up different size and shape objects. However, at times, such as during free play, interactions between staff and children are limited. This means that staff do not take account of what individual children need to learn next during their play. Due to this,

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need to do better?

19 August 2025 some children do not benefit from enough meaningful interactions with staff to extend their learning. Consequently, this hinders the progress that children make. n In the main, key persons know their children well and can discuss their interests and next steps. However, recent changes to the key-person system are not fully effective or embedded into practice. Some staff are still getting to know their key children's interests and developmental stages, which affects their ability to fully meet children's needs. Additionally, leaders have not ensured that all parents are aware of their child's key person and are kept informed about their child's development and progress. n Generally, children behave well. Staff support babies to use 'kind hands' when they are interacting with their peers. Occasionally, however, routines do not support children's good behaviour. For example, during transitions to the garden,

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need to do better?

staff do not always prepare themselves and children wait for extended periods. At these times, the noise levels rise, some children become unsettled and display disruptive behaviours. At these times, children's positive behaviour is not well supported. n Staff support children's communication and language development. From a young age, staff encourage children to develop a love of books. Babies sit in small groups and listen to well-read stories. Staff use effective modelling of vocabulary, for example, as they describe sheep wool as being 'furry' during back-and-forth conversations. This supports children to become confident communicators. n All children develop their large muscles through a range of learning opportunities. Staff strategically place furniture that is just the right height around the room to encourage babies to pull themselves up. Older children enjoy spending time in the garden, riding the bicycles and climbing to develop

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need to do better?

their large muscles. Children develop the physical skills that support their overall development and readiness for school.

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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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Due date

19 August 2025 put appropriate arrangements in place for the supervision of staff, with particular focus on their understanding of the curriculum and continuous professional development. 05/09/2025

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Due date

ensure that agreed strategies to support children with SEND are fully understood and implemented by all staff. 05/09/2025

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Due date

strengthen the implementation of the curriculum and interactions to meet the needs of all children. 05/09/2025

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should:

n strengthen the consistency and effectiveness of the key-person arrangement and partnership with parents n improve staff's understanding of behaviour management strategies so that they have a consistent approach to supporting children's understanding of positive behaviour.

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Setting details

Unique reference number EY558235 Local authority Lancashire Inspection number 10414191 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 66 Number of children on roll 77 Name of registered person Mulberry Roots Ltd

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reference number

Telephone number 01706 393433 Date of previous inspection 12 May 2021

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Information about this early years setting

Mulberry Roots Limited registered in 2018 and is situated in Haslingden, Lancashire. The nursery employs 12 members of childcare staff. All staff hold early years qualifications, including two staff who hold appropriate qualifications at level 6. The nursery opens from Monday to Friday, 7.30am to 6pm, for 51 weeks per year. The nursery 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 talked to staff and parents at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The curriculum lead and the inspector carried out a joint observation together. n The inspector looked at relevant documentation and evidence of the suitability of the staff working in 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

19 August 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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