Phoenix Day Nursery

Phoenix Day Nursery

Unique reference number (URN): 2821756 Address: Unit 1 Abdul Rahman Business Centre, Hudson Road, Leeds, LS9 7DX Type: Childcare on non-domestic premises Registered with Ofsted: 08/05/2025 Registers: EYR, CCR, VCR Registered person: Phoenix DN 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 Expected standard

Children make consistent progress from their starting points in relation to their individual learning needs, particularly in the prime areas of learning. Children become very confident communicators even when they do not yet use spoken language well. They approach staff readily to have their needs met and join in confidently in group activities. Children also enjoy developing their physical skills and strength. For example, the older children create their own obstacle course. Younger children develop their balance as they follow the older ones.

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Achievement Expected standard

Children are equipped with the skills, knowledge and confidence for their next stage of learning and development within the prime areas. There is slightly lesser focus on the specific areas of learning, such as mathematics or understanding the world. This means that while children make progress, they are less confident to use their mathematical knowledge in their free play; they are not quite as well prepared for their transition to school as they could be.

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Behaviour, attitudes and establishing routines Expected standard

Staff recognise the importance of supporting children's personal, social and emotional development. They create a happy, vibrant environment, where children are motivated to engage. Leaders organise children's individual attendance times flexibly to have the best impact on their learning and behaviour. Children are secure in the warm relationships with staff. Staff model pleasant manners, for example, they say 'Excuse me please' before asking to be served in the pretend shop. Children mimic this as they play.

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Behaviour, attitudes and establishing routines Expected standard

Children are becoming secure in meaningful routines that support learning and behaviour. For example, older children quickly organise themselves for circle time, ready to listen. They concentrate on the welcome song, naming their friends and taking turns to say how they feel that day. They are used to listening to the adults and heeding what they say. This supports their learning, care and behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children well to share and take turns. For example, they are explicit about what 'taking turns' means and offer praise, such as 'good waiting'. This means that children begin to understand exactly what is expected of them as they develop their independence. While this quality of interaction is typical, it can at times be variable.

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Children's welfare and wellbeing Expected standard

Staff help children to learn about their own health and safety, and to enjoy a healthy lifestyle. Children love to play football and ride bikes outdoors. They learn to use the red and green stop and go signs as they play. Children learn the importance of washing their hands before eating and put their tissue in the bin after wiping their nose. They follow well-rehearsed routines for walking to their outdoor play area. Even the youngest children are used to listening to adults and heeding what they say. This promotes all children's health and wellbeing.

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Children's welfare and wellbeing Expected standard

Children are beginning to get used to the new routine for lunches. They develop their independence as they serve themselves and pour their water. They develop pleasant table manners as they learn to use cutlery and wait for their friends to be ready before starting to eat. Children enjoy the healthy home-cooked meals and snacks that meet their individual needs. Staff create a pleasant emotional environment for children and their families. Children develop a secure sense of emotional wellbeing and are supported to express their emotions. This creates an environment where children know they are valued.

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Curriculum and teaching Expected standard

Leaders have devised a curriculum with children's individual needs at the forefront of their planning. This includes those who speak English as an additional language, and those with special educational needs and/or disabilities. The focus on the 3 prime areas of learning provides children with the confidence, physical skills and language to access all other areas of learning as they play. Conversation is a large part of the nursery day. Staff support children's language as they play together. For example, they patiently help children to practise saying the sounds they need to say 'elf' and 'reindeer' as they play with dough. Staff are mostly skilled in helping children to practise their new words confidently.

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Curriculum and teaching Expected standard

Mathematics is taught through children's self-chosen play and staff know what children need to practise and what they need to know next. Staff help children to count the eggs in the pretend shop or talk about the shapes they are playing with. Leaders have the skills and knowledge to monitor and improve the quality of curriculum delivery. However, this is not yet having the full impact that it could, particularly in relation to children's mathematical understanding and confidence.

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Inclusion Expected standard

Staff are vigilant in tracking children's development, particularly in the prime areas of learning. This means that they quickly identify when children need extra help to keep up with their peers. Information is successfully shared with the staff team so that children with special educational needs and/or disabilities receive the necessary support on a daily basis. Leaders enlist the support of external agencies when necessary and welcome their guidance. Staff know the children, their families and the locality needs well. They understand how changes in children's home life can unsettle them and that this can sometimes impact on their behaviour and learning. Staff work hard to provide the stability that children need. Leaders take advice when deciding how best to use additional funding to promote children's continued development. For example, staff have increased their resources to promote early language. This has been particularly beneficial for children with communication difficulties

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Inclusion Expected standard

and those who speak English as an additional language. They have also created an interesting urban garden area to promote children's access to outdoor play.

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Leadership and governance Expected standard

Leaders have a clear intention to provide the best childcare they can, especially for those children with special educational needs and/or disabilities or other barriers to their learning. This includes focusing on staff's emotional wellbeing so that they are happy and motivated to support this endeavour. Leaders are rightly proud of the improvements made since the last inspection. Remedies to previous weaknesses are beginning to work well in practice.

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Leadership and governance Expected standard

The developing management team have an accurate view of the provision and have useful ideas for further improvement. However, monitoring of quality is not fully effective. For example, staff interaction is a little variable, and some new routines, while highly appropriate, are still a little time consuming.

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Leadership and governance Expected standard

Overall, leaders work well with parents and external agencies. Parents are grateful for the support their children receive for their individual needs. This includes specialist help where necessary and time spent on settling children who need extra support. Staff provide parents with lots of information about the services provided and their children's learning. However, staff do not engage all parents as well as they could in their children's learning,

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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 settle quickly into nursery as they arrive; they thoroughly enjoy themselves throughout the day. Staff have placed a firm focus on children's prime areas of learning. This means that children develop the confidence, physical skills and language to benefit from the broad range of activities provided. This approach is particularly beneficial to children with special educational needs and/or disabilities. It also has a positive impact on the development of children who speak English as an additional language. Leaders have worked hard to improve the provision since the last inspection. However, arrangements to monitor the provision are not fully embedded.

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

Children and families from diverse backgrounds are welcomed into the setting. Staff get to know them well. They understand how the challenges that families often encounter impact on young children. Leaders know what they need to focus on to help children to progress in their learning and development. Leaders organise children's attendance times flexibly to have the best impact on their learning.

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

Children develop trusting bonds with staff and firm friendships with the other children. Children who have been attending for longer confidently introduce their friend by name at circle time. They go on to share with the group how they are feeling that morning. Children show that they feel safe with the staff, they are relaxed and confident. They learn to listen to what adults say. Children also speak freely with staff because they know that they will be listened to. This promotes their learning and their safety.

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Address:

Unit 1 Abdul Rahman Business Centre Hudson Road Leeds LS9 7DX

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:15

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Next steps

Leaders should continue to monitor and improve the provision to provide a more consistent standard of interaction and engagement with children and even more streamlined routines. Leaders should consider even more innovative ways to engage parents in their children's learning.

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About this inspection

The inspector spoke with the provider, leaders, staff, the special educational needs coordinator, children and parents 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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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. 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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