Lily's Nursery Ltd

Lily's Nursery Ltd

Unique reference number (URN): 2756533 Address: Alexandra Mills, Alexandra Road, Batley, West Yorkshire, WF17 6JA Type: Childcare on non-domestic premises Registered with Ofsted: 31/01/2024 Registers: EYR Registered person: Lily'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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Behaviour, attitudes and establishing routines Strong standard

Routines are well planned and established across all the rooms. These are commonly understood by children. On arrival, babies sit and remove their shoes. This also helps to develop their independence and self-help skills. At meal times, older children confidently take their plates and scrape any unwanted food into the bin.

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Behaviour, attitudes and establishing routines Strong standard

Children have formed wonderful bonds with staff who are positive role models. Staff and children's behaviour is consistently kind and courteous. For example, children help one another to clear the table after meals. Staff teach children positive manners, supported by the use of Makaton signs, such as those for 'thank you'. They also sing a 'please and thank you' song before meals, which helps to reinforce these behaviours in a fun and engaging way for the children.

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Behaviour, attitudes and establishing routines Strong standard

Staff are highly skilled as they identify opportunities to reinforce the rules during play and routines. For example, they remind children to use their 'walking feet' while inside. Staff offer meaningful praise to children when they demonstrate positive behaviours. In addition they talk to children about positive behaviour when children gather on the carpet.

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Behaviour, attitudes and establishing routines Strong standard

Staff understand the importance of attendance. They work with parents to ensure children arrive on time for their sessions. This ensures children are not missing large parts of the day, including activities.

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Inclusion Strong standard

Leaders and staff complete regular and precise assessments of children's development. These help to identify any gaps in children's learning. There is effective communication across the nursery, particularly as children move to the next age group. This ensures that any concerns are consistently followed up on and children's progress is closely monitored as they move through the nursery.

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Inclusion Strong standard

Staff quickly identify where children may require additional support. They plan how to best support individual children and monitor these interventions. Strategies to support individual children are well known by all staff, and these are consistently applied. This means all children make steady progress, including those who may develop at a different rate to their peers.

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Inclusion Strong standard

Those with oversight of supporting children with special educational needs and/or disabilities have had appropriate training. This means they have the confidence and expertise to support children and make referrals when necessary. Leaders engage with a range of external professionals where necessary. This helps them to get additional or specialist support for children when needed.

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Inclusion Strong standard

Leaders have a clear understanding of how additional funds should be used. For example, they have identified gaps in children's learning to effectively use the Early Years Pupil Premium. Staff also identify other potential barriers to children's learning. For example, they

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Expected standard

learn simple words in children's home languages to help support them. This particularly helps children who speak English as an additional language, especially when they first start.

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Achievement Expected standard

Children make secure progress in relation to their starting points. They develop effective language skills and a broad vocabulary. For example, babies learn the names for vegetables such as carrot and cauliflower.

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Achievement Expected standard

Through well planned routines, children develop a range of skills, particularly in the prime areas of learning, such as physical development, communication and language. Children confidently navigate the climbing frame and ride push bikes around the outdoor space.

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Achievement Expected standard

Children of all ages are developing skills to support their personal care needs. For example, babies wipe their hands before meals. Older children, including toddlers, confidently wash their own hands, ensuring they use soap.

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Achievement Expected standard

At mealtimes, children help themselves to a plate and cutlery from the centre of the table. Leaders have identified areas where children's skills could be further developed, such as encouraging them to drink from open cups and pour their own drinks independently.

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Children's welfare and wellbeing Expected standard

Leaders have established a range of policies and procedures that support children's welfare and wellbeing. There is an effective key person approach in place, and staff know the children well. They are responsive to children's individual care needs. For example, staff provide additional support and reassurance to children who are new to the setting. Baby room staff are attentive to the developing needs of babies. For example, they know the stage of weaning each baby is at.

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Children's welfare and wellbeing Expected standard

Staff teach children how to look after their teeth through activities. They already have plans in place to further support this through visits from a dentist. Children's meals are typically healthy and balanced. Babies learn to feed themselves using a spoon.

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Children's welfare and wellbeing Expected standard

Staff place a focus on supporting children's mental health and awareness of their emotions. They teach children about a range of emotions and ask children how they are feeling. They support children to label their feelings through using the 'Colour Monster' books.

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Children's welfare and wellbeing Expected standard

Leaders and staff support children to identify risks for themselves. For example, they teach children how to stay safe on an outdoor climbing frame. Staff teach children about road safety when out and about. They talk to the children about the different coloured lights they see at pedestrian crossings and when it is safe to cross.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that builds on children's previous knowledge. This supports children as they move through the nursery and prepares them for their next stage in learning, such as school. Leaders have plans in place to further extend the curriculum. For example, by taking children out on meaningful trips within the local community.

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Curriculum and teaching Expected standard

Children's communication and language skills are very well supported. This is a priority within all age groups. In the baby room, staff model a range of words within play. For example, they discuss the texture of the broccoli as they play, introducing children to words like 'bumpy.' Older children create images with stickers. This leads to discussions about people. Staff explain new words to children, such as moustache, which they haven't heard before.

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Curriculum and teaching Expected standard

There are some opportunities in place to support children's mathematical language. For example, staff use language such as large and heavy with babies. There is a dedicated mathematics area where older children can explore a range of items and concepts, such as scales. However, staff lack confidence in the delivery and teaching of mathematics. This means it is not used consistently in practice and does not always provide enough interest, particularly for the oldest children.

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Leadership and governance Expected standard

Leaders understand the setting and what makes it unique. They continuously reflect on practice and the provision, making changes where required. This takes into consideration the ongoing changes in children and their individual needs. They have clear development plans in place, such as to further develop children's independence. Leaders are currently reviewing menus to ensure they are consistently healthy and take into consideration hidden salts and sugars.

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Leadership and governance Expected standard

Staff feel well supported in their role, including apprentices who are still studying towards early years educator qualifications. Newer staff are well supported through ongoing induction processes. Leaders regularly observe staff practice to further develop teaching. However, they have not yet identified weaknesses in the curriculum around the teaching of mathematics. That said, leaders are receptive to feedback and continuously seek out new training opportunities. Leaders regularly challenge staff to ensure their knowledge remains up to date. For example, they provide quizzes to ensure staff's safeguarding knowledge is adequate.

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Leadership and governance Expected standard

Staff and leaders regularly engage with parents and families in a range of ways. They share information with parents through an online app. For example, they send parents photos of their children along with a weekly update. Parents provide positive feedback about the staff and setting.

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

Children are very happy in this setting. They are greeted by welcoming and friendly staff. Children confidently come into the setting and say goodbye to their parents at the door. Leaders and staff strive to create a homely setting in which children feel safe. Children understand the daily routines. As they come into the setting, they take off their shoes, ready to begin their session.

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

Staff gather a range of information from parents when children first start. This includes finding out from parents the celebrations that children celebrate at home. This means in the setting, they can embrace these cultures and celebrations. For example, staff plan a range of activities to celebrate events such as Easter and Eid.

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

Children are flourishing within the setting. They are developing in confidence as they engage in various activities and daily routines. Staff plan a range of exciting activities which focus on children's individual next steps. For example, children enjoy activities in which they explore a range of vegetables. Babies enjoy feeling the textures and enjoy the sensory experience. This is further extended for older children as they wash the vegetables outside. They develop their fine motor skills by using a range of tools.

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

Staff support children's physical development alongside their understanding of risk. They teach children how to stay safe while they are on the climbing frame. A dedicated movement room further supports children's physical development.

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

Staff immerse themselves in children's play and conversations. They support children's understanding of the world around them. During play, staff talk about what a passport is used for as children enjoy looking at a toy globe. This helps to develop children's language further and they learn about where they live in the world.

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Next steps

Leaders should develop staff's confidence to ensure mathematics is consistently taught and further embedded within practice and daily routines.

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About this inspection

The inspector spoke with leaders, staff, parents and children 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

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Address:

Alexandra Mills, Alexandra Road Batley West Yorkshire WF17 6JA

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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 - 18:00

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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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1 to 4

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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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

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

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