Dracup Lodge Day Nursery

Dracup Lodge Day Nursery

Unique reference number (URN): EY482490 Address: 19 Dracup Road, Bradford, West Yorkshire, BD7 4HA Type: Childcare on non-domestic premises Registered with Ofsted: 30/10/2014 Registers: EYR, CCR, VCR Registered person: 1st Safari Day Nurseries Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make clear and sustained progress through the curriculum. Effective strategies support children's communication and language development. Staff model new words, hold warm conversations, ask open-ended questions and build language development into every routine. Children grow in confidence as speakers and listeners.

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Achievement Strong standard

Disadvantaged children, children with special educational needs and/or disabilities and those known to social care achieve well from their starting points. Leaders actively seek support from professionals. Staff skilfully adapt support and remove barriers so every child can take part and learn successfully. Leaders monitor progress closely and act quickly if a child needs extra help.

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Achievement Strong standard

Children show curiosity, confidence and growing independence. They follow routines, manage simple tasks and work well with others. Children show the skills, attitudes and readiness they need for their next stage of learning. Strong links with local schools help children with additional needs move on confidently, with teachers understanding their needs from the start.

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Behaviour, attitudes and establishing routines Strong standard

Leaders create a calm, positive environment where behaviour expectations are clear and consistently understood. Staff model kindness, patience and respect in every interaction. Children respond to this warmly. Behaviour is calm, cooperative and positive.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are secure. Babies seek familiar adults for comfort and settle quickly. They show kindness to their friends by offering toys and smiling at others. Older children share, take turns and invite friends into their play, showing growing social confidence.

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Behaviour, attitudes and establishing routines Strong standard

Children show strong attitudes to learning. They are motivated, engaged and keen to try new things. Staff encourage perseverance when tasks feel challenging. For example, children master using hole punchers. They keep trying because staff offer calm, reassuring guidance. They beam with pride when they achieve their goals and receive praise from staff. Children see themselves as capable learners. Routines are well established. Staff use singing and gestures to help children understand what happens next. This builds security and confidence. Children help with daily tasks, such as tidying or setting tables, and thoroughly enjoy contributing.

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Behaviour, attitudes and establishing routines Strong standard

Staff adapt guidance for children with special educational needs and/or disabilities and those who need extra reassurance. Leaders promote good attendance through supportive conversations.

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Curriculum and teaching Strong standard

Leaders plan the curriculum with real care. They think about the needs of the children and the nursery's context and plan learning accordingly. Particular priority is given to children's physical development and their personal, social and emotional development. For example, children regularly explore their feelings through thoughtful conversations with skilful practitioners. Staff prioritise supporting children to develop their small hand muscles through a range of activities such as squeezing pipettes and rolling dough. This supports children to manage their personal needs. For example, children confidently zip up their coats before they go outside and use cutlery with proficiency at mealtimes.

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Curriculum and teaching Strong standard

Leaders review teaching regularly so practice keeps improving. The curriculum is broad and sequenced and offers purposeful learning for all children, including those with special educational needs and/or disabilities. Language and communication development is also prioritised. For example, staff use puppets to spark early interaction with babies. Singing punctuates daily routines so that children feel settled and know what comes next. Staff build confidence through warm conversations. They introduce new vocabulary such as 'sizzle' and 'pipette'. Children enjoy repeating these words in their play.

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Curriculum and teaching Strong standard

Mathematics is woven into everyday experiences. Staff count and compare size and space with children. Leaders notice when children need more practice to develop skills, such as deeply understanding quantity. They plan activities that help children find enjoyment of mathematics.

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Curriculum and teaching Strong standard

A love of reading is promoted strongly. Books are chosen carefully to broaden children's understanding of the world. They are easily accessible, and children revisit stories independently. Staff encourage children to experiment, adapt their designs, persevere and share their ideas. For example, children set up their own lunch table and wipe spills without worry.

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Inclusion Strong standard

Leaders have created an inclusive culture where every child is valued and supported to make secure progress. Children's individual needs are identified early through ongoing assessment and regular conversations with families. Leaders use this information to plan a curriculum that reduces barriers, strengthens communication and supports children's personal and emotional development.

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Inclusion Strong standard

A wealth of ongoing professional development supports staff to skilfully adapt teaching and routines for children who need extra help. Leaders work closely with outside professionals,

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Expected standard

such as, speech and language therapists and health visitors. They follow advice carefully and check regularly that the support in place is still working and implemented well.

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Expected standard

When a concern about development arises, leaders act quickly and raise concerns sensitively with parents. Support begins straight away so children do not wait for help. Staff make thoughtful adjustments, such as offering calm spaces, simplifying routines or providing targeted language activities. Leaders monitor progress closely, reviewing what is working and adapting support so children continue to move forward.

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Expected standard

Early years pupil premium funding is used with clear purpose, and leaders' assessments show that it is making a clear impact on children's development. Leaders chose to invest in maths resources to help children enjoy mathematics and build early number skills, and in role-play materials that strengthen language development and social confidence.

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Leadership and governance Strong standard

Leaders are passionate about their work and knowledgeable. They provide clear direction and set high expectations for the quality of care and education. They know the setting well and use ongoing evaluation, supervision and staff feedback to understand strengths and identify where practice needs to improve. Recent changes to leadership have been managed calmly, and daily routines have continued without disruption.

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Leadership and governance Strong standard

Leaders act in the best interests of all children, including disadvantaged children, those with special educational needs and/or disabilities and those known to social care. They respond quickly when concerns arise and work closely with professionals to secure the right support. Leaders regularly review the needs of individual children with key workers and room leaders. They use this information to decide how additional funding is used. Support is targeted, and leaders check that it is making a difference.

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Leadership and governance Strong standard

Leaders prioritise staff wellbeing. They have created a supportive culture where staff feel valued and listened to. Supervision is regular and purposeful. Leaders quickly identify training needs and plan professional development, so staff continue to build their knowledge and skills over time. Workload issues are explored and acted on. Staff report they love working at the nursery and feel valued by leaders.

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Children's welfare and wellbeing Expected standard

Generally, children's welfare and wellbeing are promoted well across the nursery. Leaders have rightly identified that children need more opportunities to build their physical skills and gross-motor confidence. Plans are underway to strengthen this area, but these are not yet fully implemented.

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Children's welfare and wellbeing Expected standard

Staff know children as individuals and respond with warmth, patience and reassurance. Secure relationships are a strong feature. Babies settle quickly with their key person and relax into familiar arms. Older children approach staff confidently because they feel safe and understood.

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Children's welfare and wellbeing Expected standard

Care routines run smoothly. Sleeping, feeding and toileting routines are adapted sensitively. This means that each child, including children with special educational needs and/or disabilities or those needing extra reassurance, has their needs met. Staff keep parents well informed throughout the day, helping families feel fully involved. Hygiene routines are embedded. Children wash their hands, wipe tables and tidy resources, building independence and healthy habits.

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Children's welfare and wellbeing Expected standard

Children learn about their bodies, personal safety and wellbeing through calm, clear explanations. Babies benefit from carefully arranged indoor spaces that support pulling up, balancing and early movement. Staff use gentle, consistent language to help children recognise and express their emotions. This builds confidence, friendships and a strong sense of belonging.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children, including those with special educational needs and/or disabilities (SEND), spend their day in a calm, purposeful environment where they feel safe and well cared for. Staff understand each child's needs and respond quickly. Consistent expectations and well- established routines help children feel secure and ready to learn.

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

Children enjoy their learning. They explore with confidence and curiosity. For example, pre- school children become deeply absorbed in sensory play as they mix cornflour, ice and citrus juices, noticing changes in texture and smell. They carry water vessels carefully without worrying about spillages. Outdoors, children work together to channel rainwater down a drainpipe to create 'potions'. Staff join play thoughtfully. They model clear language, repeat new vocabulary and weave early mathematics through everyday moments. Through short, focused conversations, they check understanding and extend ideas through careful questioning. Activities are adjusted instantly so every child, including children with SEND or those who may face additional barriers, remains challenged and successful. As a result, children make meaningful progress from their starting points and build strong foundations for their next steps.

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

Children feel they belong. Key persons build warm, trusting relationships and notice when a child needs reassurance or a moment of calm. Staff celebrate effort, promote kindness and help children learn to share, take turns and work cooperatively. Quiet spaces and familiar routines help all children, particularly children with SEND, feel included in every aspect of nursery life.

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

Children thrive because their wellbeing sits at the heart of practice. Care routines are gentle and respectful. Leaders and staff work closely with parents and external professionals to reduce barriers to learning and ensure that children with SEND receive consistent,

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Inspector:

Clare Bligh coordinated support. By the time they move on, children are confident, curious and well prepared for their next stage of education.

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Next steps

Leaders should complete and embed the improvement work already underway so children benefit from consistently high-quality opportunities to develop their gross motor skills.

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About this inspection

The inspector spoke with the nominated individual, parents, managers, practitioners, and the special educational needs coordinator during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

19 Dracup Road Bradford West Yorkshire BD7 4HA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: 1st Safari Day Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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