Hebden Nursery Ltd

Hebden Nursery Ltd

Unique reference number (URN): EY434389 Address: Old Methodist Chapel, Main Street, Burnsall, North Yorkshire, BD23 6BP Type: Childcare on non-domestic premises Registered with Ofsted: 07/09/2011 Registers: EYR, CCR Registered person: Hebden Lodge Nursery 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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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have improved routines for supporting the behaviour and positive attitudes of children, including those who are disadvantaged, since the last inspection. They create a culture of respect and clear expectations for behaviour. They work closely with parents to share knowledge and understanding of babies' and children's needs. Children are well behaved and learn to be polite towards each other. The staff help children to share and take turns through role play and games. They talk to babies and children about their emotions and feelings. For example, they make use of well-chosen books and stories to help children recognise and name their different feelings and match them to colours. Staff are warm and patient. They praise children as they play. However, sometimes the language staff use, such as 'well done' or 'good', is too general to help children precisely understand what they have

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Behaviour, attitudes and establishing routines Expected standard

Parents appreciate the strong contribution leaders and staff make to their children's social and personal skills. Staff help children who find it difficult to manage their emotions to work independently and start to regulate their own feelings. Leaders set clear expectations for children's punctuality and attendance, which are understood by parents.

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Children's welfare and wellbeing Expected standard

Leaders and staff establish a caring and positive ethos to support the wellbeing of babies and children. They have improved the learning environment since the last inspection to reduce distractions that impacted on babies' and children's welfare and learning. Key persons develop close bonds with babies, children and their families. Staff are positive role models, and children, including those who are disadvantaged or vulnerable, learn to be confident and secure.

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Children's welfare and wellbeing Expected standard

Staff make use of clear expectations and routines to teach children how to wash their hands regularly before eating and after toileting. Staff are well informed to work with parents to establish and follow safe sleeping routines for babies and support feeding and weaning development. The nursery provides nutritious and balanced food that children can enjoy during the day. However, staff do not consistently reinforce children's understanding of healthy eating through, for example, the conversations they hold at mealtimes. There are robust procedures to manage children's allergies and food preferences. Staff help children to manage their own safety as they engage in physical activities, such as using climbing and sliding equipment or learning about road safety on their regular walks around the village.

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Inclusion Expected standard

Leaders and staff know the babies and children in their care well. They identify children who may be disadvantaged or vulnerable and need further support to progress in their learning and development. They analyse children's needs and interests to ensure that any additional funding, such as early years pupil premium funding, is used to support and prepare them for

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Needs attention

their future learning. For instance, resources such as ride-on toys boost children's physical and personal confidence. Staff have improved the regular sharing of information on children's achievements since the previous inspection to help all children build their learning at home. This benefits all groups of learners. Staff work with other organisations, such as physical and health professionals, to support children's individual learning needs.

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Needs attention

Leaders have enhanced the provision for babies and the youngest children since the previous inspection. Babies are now more consistently engaged by activities that largely meet their learning and other needs. However, the inconsistencies in the curriculum and quality of teaching mean that children do not always achieve their potential in all areas of their learning.

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Achievement Needs attention

Children do not always make the best progress they are capable of or are fully prepared for the next stage in their learning, including starting school. They are not always helped to learn sequentially, particularly for mathematics.

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Achievement Needs attention

Babies and children, including those who are disadvantaged or vulnerable, achieve in their personal and social skills overall. Staff encourage children to make decisions about the songs and stories they would like to hear. They largely encourage children to persist and to finish a task. Children learn to work together to tidy away and become independent in serving their drinks and food at snack times.

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Achievement Needs attention

Children build their fine and gross motor skills well. Babies enjoy handling mixtures of foam and thicker liquids in their sensory play. Older children develop their finger and hand control as they tear, cut and stick paper for their collages and draw and shape their play dough.

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Curriculum and teaching Needs attention

Leaders have made improvements to the curriculum since the last inspection. The planning for babies and the youngest children now engages them through first-hand experiences and builds on their earlier development more effectively. However, the sequential curriculum planning for all areas of learning, particularly mathematics, is not fully established. As a result, children do not make all the progress that they could. For example, children do not have a firm enough grasp of the quantities of numbers to five before learning about higher numbers and trying to match them to written numbers.

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Curriculum and teaching Needs attention

There is a good focus on developing all children's early literacy skills. Stories and books are integral to children's learning. Children learn to enjoy a wide range of songs that help them build their vocabulary and knowledge of the world. Staff identify and provide further support to children who show delays in speech and communication skills.

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Curriculum and teaching Needs attention

Staff know children well and generally accurately assess the next steps in their learning. However, the quality of teaching is too variable. For instance, staff do not always adjust adult-led activities to make sure they are matched to all children's needs. As a result, some children lose interest or are confused by the task.

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Leadership and governance Needs attention

Leaders do not yet have an effective oversight of the curriculum, and the monitoring of the quality of teaching is not fully established. There have been staff changes to leadership and other significant events since the previous inspection that have contributed to delays in planning and implementing good practice. As a result, there has been inconsistent development to the quality of teaching and the curriculum. Leaders have undertaken recent work alongside other early years professionals to review and evaluate the quality of provision. They have largely identified priorities for improvement but are yet to implement them fully and set and achieve the highest expectations for all aspects of the nursery's provision.

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Leadership and governance Needs attention

Leaders identify that some children have barriers to their learning. They take positive steps to help children who are disadvantaged or vulnerable to get appropriate and targeted support. Leaders work well with parents and carers to share ideas on what will help children to continue to develop their skills outside of the setting at home. Parents identify the caring ethos and support for babies' and children's personal skills as a strength of the setting, and aspects of these areas have improved since the previous inspection. Staff feel generally well supported in their roles and comment positively on their wellbeing.

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

Children are happy and engaged overall in this friendly and caring nursery. Babies become confident and sociable as they play alongside each other building towers in construction activities or as they choose stories to listen to in a winter themed activity. Older children work together to find out how water moves through different shaped funnels and how they can vary the flow by adding balls and other objects. Staff support children to build their language skills as they sing a wide range of familiar songs and nursery rhymes to the children. Provision for babies has improved since the previous inspection. However, inconsistencies in the curriculum planning and quality of teaching means children do not always make the very best progress they could.

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

Children, including those who are disadvantaged or vulnerable, become increasingly independent and confident. They learn to follow instructions safely and to organise their own play. They learn to be patient and take turns in their games and support each other. Children learn to become increasingly familiar with their different emotions and can give good examples of things that make them happy or angry. Children who find it difficult to manage their own emotions are supported to understand them. Children feel valued. Parents feel well informed about their children's learning, and this is an improvement since the previous inspection.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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all aspects of the quality of provision to achieve deep and lasting

improvements in all aspects of the nursery's work. 30/03/2026

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all aspects of the quality of provision to achieve deep and lasting

Leaders should help staff to use all opportunities to promote children's awareness of a healthy lifestyle.

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Address:

Old Methodist Chapel Main Street Burnsall North Yorkshire BD23 6BP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Hebden Lodge Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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Facts and figures used on inspection

Leaders should strengthen staff's use of praise to help children build on their positive attitudes and behaviour.

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About this inspection

The inspector spoke with the manager, the deputy manager, the special educational needs coordinator and all staff 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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