Mrs B's Nursery Ltd

Mrs B's Nursery Ltd

Unique reference number (URN): 2752320 Address: 35 Moat Hill, Birstall, Batley, WF17 0DX Type: Childcare on non-domestic premises Registered with Ofsted: 30/10/2023 Registers: EYR Registered person: Mrs B's Nursery Ltd

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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 with special educational needs and/or disabilities and disadvantaged children recall first-hand experiences from life as they play. They make simple rules and take on leadership roles in role play. They are often deeply involved and are not easily distracted.

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Achievement Strong standard

Children's communication skills are generally higher than expected for their age. Children confidently generate rhyming words. For example, they identify that 'dog' sounds the same as 'frog'. Older children can identify the initial sounds of words and make attempts to sound out words they want to write. Children are competent in holding pencils using a pincer grip.

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Achievement Strong standard

Children create repeating patterns with 2 components. They recognise the difference between tiny and big and use mathematical language in their play. Children's skills and abilities are reviewed each week. Any gaps in learning are quickly identified and strategies are put in place to address these.

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Behaviour, attitudes and establishing routines Strong standard

Children behave incredibly well and manage their own emotions to a high level. Children are kind to each other. They share equipment and offer help. Staff comment on acts of kindness. This helps children to do the right thing again. As children play, they cooperate and ask each other for help when they need it. Children give each other feedback to improve their work. When 2 children are playing in the sand, one suggests pushing and patting a specific section to improve the mountain they are building.

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Behaviour, attitudes and establishing routines Strong standard

Children listen attentively and follow complex instructions with ease. Staff frequently remind children about the high expectations. For example, they remind children to hold hands and keep away from the edge of the pavement as they walk to a local field. During time out in public spaces, children represent the nursery very well through their consistently impressive conduct.

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Behaviour, attitudes and establishing routines Strong standard

Children generally attend well and arrive on time. Leaders have robust plans in place to check where children are if they do not arrive on time. Staff treat children with respect. They talk quietly and calmly to children, which helps to support the highly purposeful learning environment.

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Children's welfare and wellbeing Strong standard

Staff are highly attentive to babies' needs. Staff take account of routines set in place by parents and follow similar patterns. They ensure they talk to parents every day about sleep and feeding. Babies are happy and regularly fling their body towards the adults they trust for a cuddle. They laugh from their belly as staff make animal sounds. Babies confidently instigate further interactions. Staff ask permission before wiping babies' noses, showing high levels of respect. Children explore their sensory interests as they play in water, sand and dough. Children learn about the effect of exercise on their bodies as they take part in active games outdoors. Staff support children to understand when they need to rest or get a drink. Older children help themselves to fresh water and inform staff when they feel tired or cold.

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Children's welfare and wellbeing Strong standard

Staff frequently remind children how to keep themselves safe as they prepare to go for a walk, go outside or climb up steps. Children negotiate space effectively and develop competent control of their body parts. Children have daily opportunities to make their own tea. They chop fruit and vegetables, demonstrating robust control of cutlery.

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Curriculum and teaching Strong standard

The ambitious curriculum is based on books at the centre of it. Books are carefully chosen to match communication and literacy elements, such as rhyming. Staff read stories with enthusiasm and expression. They respond to children's emerging interests, adapting teaching. Leaders check the quality of teaching and accurately identify ways to enhance the already highly effective skills of staff even further. All children, including those who are disadvantaged or have special educational needs and/or disabilities (SEND), make rapid progress from their starting points.

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Curriculum and teaching Strong standard

Staff encourage children to count and attempt simple addition. They use mathematical language and link learning. For example, staff relate a roof structure to a triangle. This helps to embed children's knowledge of shapes and apply this to their work.

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Curriculum and teaching Strong standard

The way that staff extend vocabulary is a real strength of the nursery. Staff emphasise key words they would like children to focus on. They offer new words that have similar meanings, extending the vocabulary further. Staff are very precise in their use of language, frequently naming interesting objects to introduce more complex words. This focus on vocabulary really supports disadvantaged children and those with SEND to keep up with their peers.

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Inclusion Strong standard

Staff immediately identify when children require additional help and act rapidly if they are concerned. They work with external organisations to create effective, individual support plans. Staff discuss concerns with parents. They review children's targeted plans on a weekly basis. Staff have completed training linked to autism and sensory needs, which helps them to be even more effective in their interactions with children.

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Inclusion Strong standard

Leaders take decisive action to support disadvantaged children and those with communication difficulties. They offer additional sessions to children so they can benefit from more frequent high-quality interactions. This swiftly improves children's learning outcomes.

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Inclusion Strong standard

Leaders analyse demographics of the local area. They consider this alongside the needs of the children that attend to decide on the most effective ways to spend additional funding for disadvantaged children. Obesity is a problem within the community, so leaders use funding to pay for a sports coach, with the aim of improving long-term health outcomes. The coach works with children to develop skills such as ball control, balance and moving in a range of ways. The impact is that children can control their body and hold balance on one body point.

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Leadership and governance Strong standard

Leaders are highly enthusiastic about providing the very best education and care. This enthusiasm dissipates to the entire staff team. Staff speak with real passion about ensuring that all children gain essential communication and language skills to enable them to succeed.

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Leadership and governance Strong standard

Parents say staff have helped them at difficult periods in their life by offering additional sessions or signposting to services. Staff express their gratitude for the way leaders treat them with respect and care. They know they can approach leaders because leaders take their wellbeing seriously.

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Leadership and governance Strong standard

Leaders are reflective. They use research to inform their practice and policies. Leaders accurately assess what the improvement priorities for the nursery should be, and they target staff training to match these. Alongside this, leaders organise unique support and training for individual staff. Staff say that training about autism has helped them improve their skills.

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Leadership and governance Strong standard

All feedback from parents is very positive. They comment on how well the staff at the setting communicate with them. They describe the level of trust they have in staff and say they know that their children are well cared for. Parents frequently state how impressed they are with the progress their children make.

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

The learning atmosphere has a purposeful buzz. Children focus on the tasks they are completing and concentrate carefully. Children take pride in their work and delight when staff give them positive feedback. They persevere as they learn new skills and show happiness when they achieve something new. For example, when a child manages to cut tape, they exclaim, 'I did it!' Staff work alongside children, talking to them and creating conversation. They skilfully extend children's learning all the time through careful questioning. It is clear that children and staff enjoy learning alongside one another, and this makes the working environment highly effective. Leaders promote daily attendance so that all children can make the best possible progress. Children, including those with special educational needs and/or disabilities, have the skills they need to thrive as they move on to school and beyond.

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Address:

35 Moat Hill Birstall Children are highly independent and feel safe in this nursery. They take care of their own personal hygiene, such as washing their face and hands. During mealtimes, children serve their own food and chat to each other. Staff support this social interaction by extending conversations and facilitating younger and disadvantaged children to join in. Children wash their plates and cutlery after meals, taking care of the equipment.

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Address:

Babies confidently respond to familiar music. For example, they rock forwards and backwards when they hear a familiar rhyme about rowing. Staff notice this. They sing the words and join with the rocking to acknowledge the baby's interest. Children speak with confidence and clarity. They take turns in conversation and explain their needs. Children talk about their ideas and describe what they are going to do next as they improve their work. They are confident learners, frequently asking questions to find out more.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities and those who are known (or previously known) to children's social care.

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About this inspection

The inspector spoke with parents, children, staff and leaders 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. Batley WF17 0DX Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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