Bedale Day Nursery Ltd

Bedale Day Nursery Ltd

Unique reference number (URN): EY481775 Address: Tutin Road, Leeming Bar Industrial Estate, NORTHALLERTON, North Yorkshire, DL7 9UJ Type: Childcare on non-domestic premises Registered with Ofsted: 29/09/2014 Registers: EYR, CCR Registered person: Bedale Day 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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Achievement Strong standard

All children, especially those with special educational needs and/or disabilities, make excellent progress. Targeted individual learning plans are highly effective in ensuring any gaps in learning are closing rapidly. Children develop excellent problem-solving skills and are supported to learn through trial and error. They develop excellent 'can-do' attitudes that help them face future challenges with confidence. Children are consistently engaged in learning. They show their enjoyment as they clap their hands with excited anticipation as they participate in specific learning games, asking for another turn.

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Achievement Strong standard

Children are accomplished communicators. Conversations continually take place and staff increase children's vocabulary very well. Children use language to convey their needs and wants, which helps avoid any feelings of frustration. Children are prepared incredibly well for the next stage in their educational journey. They gain important skills, such as how to use cutlery, pour drinks and wait patiently in a line before venturing outside. Children show excellent social skills. They know how to interact appropriately with others and develop fabulous relationships with each other. They collaborate well as they take turns in role-play games.

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Behaviour, attitudes and establishing routines Strong standard

Staff have high expectations of behaviour and reminders are given in a calm way, appropriate to the developmental stage of children. Relationships between children and staff are highly effective. When children find it challenging to share their favourite resources, staff respond with clear explanations about what is expected behaviour, delivered with an acknowledgement of how difficult this is for some children. They are compassionate, yet clear that the boundaries of the setting are important. As a result of these key messages being reinforced so well, children demonstrate superb behaviour and there is a harmonious atmosphere across the whole setting.

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Behaviour, attitudes and establishing routines Strong standard

Strong relationships are a key strength of the setting. Staff model positive engagements and collaboration and children have superb role models to copy. As a result, children's interactions with each other are of the highest quality. Attendance levels are very high and this is monitored closely by leaders. They provide support to parents, where required, and offer flexibility around sessions, which helps families to access the nursery even during changes to their circumstances.

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Curriculum and teaching Strong standard

Leaders have designed and implemented an ambitious curriculum that carefully builds upon the skills and knowledge children acquire within each room. The quality of teaching by staff is excellent. They are highly knowledgeable and reflective, sharing ideas and thoughts with each other on a regular basis. The impact of teaching is reviewed for all children but especially for those children with developmental delays and prompt adaptations are made

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Needs attention

as necessary. As children meet their targets, the complexity of planned activities increases appropriately, so children remain challenged.

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Needs attention

Language and communication skills are developed consistently well and staff are skilled at introducing new vocabulary. Children learn about shapes through using a range of different construction resources and staff help children to understand mathematical concepts. For example, they show them how to make comparisons between the height of different towers and learn about shape properties, showing that 2 triangles placed in a certain way creates a rectangle. Learning about different emotions takes place through sharing stories that include characters who experience a range of different feelings. This is built upon by skilled staff, who suggest strategies that can be used when feelings are overwhelming, This helps prepare children for any future challenges they may face.

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Inclusion Strong standard

Leaders have established a nurturing and highly inclusive culture across the setting. Children's developmental levels are assessed when they join the setting and progress is meticulously tracked. Barriers to learning are identified at the earliest opportunity. Leaders encourage and support staff to undertake targeted training to extend their knowledge of how to support specific children. In addition, staff work closely with professionals so that specific interventions can be implemented in-house. Children make excellent progress through receiving this high quality and consistent approach.

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Inclusion Strong standard

Staff deliver sessions to help individual children reach their next milestone. Staff are very reflective and review the impact of these sessions, already thinking of ways to extend children's learning once a stage has been reached. This means that the level of difficulty is not overwhelming, yet challenging. Staff adapt their teaching to meet children's differing levels of ability. They use single word interactions with some children and more complex sentences with those more advanced in their communication skills. Additional funding received is used very well to provide specific resources that individual children will enjoy, while helping them to move forward in their learning.

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Children's welfare and wellbeing Needs attention

Hygiene practices do not promote children's health effectively. Regular cleaning of sleep mats is not undertaken often enough and sanitised hand drying facilities are not consistently provided. Some children share a towel that comes into contact with the floor in the bathroom. Young children are not always seated securely for meals, which compromises their safety.

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Children's welfare and wellbeing Needs attention

Information about routines is collected before children start and plans put in place to replicate them to help children settle quickly. The key-person system is fully embedded and implemented well, with relations between staff and children being very positive. Relationships with families are highly effective. Parents are encouraged to share information about events happening at home that may impact upon children's wellbeing so that additional support can be provided.

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Children's welfare and wellbeing Needs attention

Children develop an understanding of emotions through engaging in regular conversations about different feelings that children experience. They learn to make positive choices regarding their physical health and access to the outdoors is part of daily routines. Children learn through planned activities about the importance of healthy practices, including daily tooth brushing, and staff encourage them to stay hydrated by drinking water. Food provided is healthy and menus shared with families. There are robust systems in place for managing food allergies and children's medical needs.

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Leadership and governance Needs attention

Leaders do not effectively monitor staff to ensure that supervision of children while eating is consistently embedded, or that hygiene practices are implemented in line with policies. This has a detrimental impact upon children's welfare.

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Leadership and governance Needs attention

Leaders assess the impact the curriculum has on children's development. They have identified that specific changes to the outdoor area would improve access for children during inclement weather. A plan is already in place and work started, to implement improvements. A strength of the nursery is the high level of staff knowledge and the nurturing relationships they have with children. Leaders remind staff that they are valued and appreciated and levels of staff turnover are low. This provides a stable environment for children.

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Leadership and governance Needs attention

Leaders ensure that there are relevant training opportunities for staff, which helps them meet children's emerging needs. It also fosters a culture of investment in their team's personal development, helping them feel valued. The workload of staff is managed well and they are provided with time to complete relevant training. They have sufficient time to complete their activities without feeling under pressure. Leaders place the needs of children, particularly those with special educational needs and/or disabilities or delays in their learning, at the forefront of their decision-making. They support staff in completing targeted training to help them support individual children effectively.

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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

Leaders do not ensure all requirements of the early years foundation stage are consistently met. Hygiene practices are not of a consistently high nature. Staff do not always follow cleanliness procedures and children's health is compromised by sharing soft furnishings used for sleeping and using a communal towel for drying hands after washing. They are not consistently supervised while eating to ensure their safety.

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

Staff greet children with warmth and compassion and relationships between them are excellent. Children approach staff for cuddles and reassurance, before exploring the stimulating environment. Babies confidently explore a cosy sensory room and giggle with delight as they feel the textures of coloured scarves that are draped over their bodies by engaging staff. Toddlers join in with actions and words to familiar songs, squealing with delight as they anticipate key words and shout 'roar'.

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

Staff are highly skilled and knowledgeable. Working closely with outside agencies, they deliver individual learning plans and help children reach their full potential, especially those with special educational needs and/or disabilities (SEND). This early intervention is highly effective and achievement levels of all children are excellent. Belonging and inclusion are promoted seamlessly throughout the whole nursery. Staff value and welcome each child's individuality and uniqueness. Parents are invited into the setting to share experiences of different cultures and celebrations enjoyed at home.

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

Developing superb social skills is a key strength of the nursery and children form very strong friendships. Staff help children to share resources and support them with empathy and consistency. Staff expectations are made clear with sensitive reminders and children consistently follow instructions. Their behaviour is exemplary. There are excellent relationships with the local primary school. Children develop independence skills, along with self-care skills, and they are well prepared for transitions to school. Managers track attendance well and periods of children's absence are low, so children gain the most from their consistent attendance.

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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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Address:

Tutin Road Leeming Bar Industrial Estate NORTHALLERTON North Yorkshire DL7 9UJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bedale Day Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Action Completion Date

ensure babies and young children are supervised appropriately and seated safely in a high chair or appropriately sized low chair while eating 29/04/2026

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Action Completion Date

implement robust hygiene policies, including sanitising sleep mats and providing clean hand towels for children 29/04/2026

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About this inspection

The inspector spoke with leaders, staff 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. Local authority: North Yorkshire

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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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