Nidderdale Nursery Ltd

Nidderdale Nursery Ltd

Unique reference number (URN): 2820804 Address: Kids at Heart, Low Moor Lane, Scotton, Knaresborough, HG5 9JB Type: Childcare on non-domestic premises Registered with Ofsted: 04/08/2025 Registers: EYR Registered person: Nidderdale 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 Expected standard

Children are making progress across all areas of learning. Children who experience barriers to their learning develop skills in line with their particular targets, such as increased social and language skills.

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Achievement Expected standard

Children are well prepared for the next stage of their learning. For example, they develop increasing independence in managing their personal care needs as they progress through the nursery, including building up to independent eating and drinking. Children demonstrate self-confidence and are keen to share their learning and achievements with others. They ask questions and listen carefully to the answers. Children display positive learning behaviours, such as sitting smartly on the carpet and listening and joining in with enthusiasm during singing sessions.

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Achievement Expected standard

Children develop a wide range of key skills over time. This includes physical development skills, which children practice when playing independently. For instance, children in preschool skilfully use scissors to cut out a picture they have drawn, demonstrating focus and concentration.

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Behaviour, attitudes and establishing routines Expected standard

Leaders set high expectations for children's behaviour and attitudes to learning. Daily routines are well embedded and the majority of children are supported to understand how to follow these routines, such as when lining up calmly when preparing to use the stairs. Visual timetables are used for children who require additional support with transitions. However, these are not used consistently. Transitions between outdoor play and lunchtime are managed well. For instance, children move inside calmly and understand to wash their hands before mealtimes. They follow this routine well, showing skills in independence. Staff are alert to finding ways to support children who need additional support with toileting and have introduced strategies to support them in this. For instance, children can ring a bell to alert staff they need the toilet if they do not yet feel confident to verbalise this. However, leaders and staff have not ensured a consistent approach to supporting children in

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Behaviour, attitudes and establishing routines Expected standard

understanding the need for privacy during toileting. Leaders responded to this concern appropriately during the inspection and are already in the process of making structural changes to further improve children's privacy when toileting.

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Behaviour, attitudes and establishing routines Expected standard

Children play well together and they happily collaborate, sharing ideas in their play. Babies listen with interest to nursery rhymes and toddlers are excited to join in at carpet time with songs and rhymes. Where there is conflict between children, staff appropriately support them to find resolutions and to play together happily again.

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Behaviour, attitudes and establishing routines Expected standard

There are warm and caring relationships between leaders, staff and children. Staff demonstrate positive role modelling of manners, kindness and listening skills. This helps children to develop these behaviours themselves. On the whole, there is good attendance at the nursery and leaders work with families to promote this.

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Curriculum and teaching Expected standard

Leaders create action plans to assist them in focusing on continuous improvement in the nursery. They evaluate the quality of the curriculum and accurately identify some areas for development, such as supporting children's communication and language skills.

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Curriculum and teaching Expected standard

The curriculum is broad and covers all key areas of learning. Staff support children's language through quality interactions. Staff create their own versions of familiar number rhymes and this extends children's understanding of mathematical concepts. A love of books is promoted and staff take time throughout the day to share books with children. Children have the opportunity to revisit favourite books time and time again, and this helps them to develop a secure understanding of the story language and key vocabulary. Staff know their key children well and plan for their next steps in learning. This includes children who have barriers to their learning and require additional support.

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Curriculum and teaching Expected standard

The nursery has a particular focus on promoting time outdoors, which helps children to develop healthy attitudes to fresh air and exercise. Children enjoy exploring the outdoor spaces where they develop core skills, including running, climbing and using apparatus, such as swings. Children are encouraged to follow their own interests and staff extend their ideas as they play, such as when building bridges from loose parts materials for the dinosaurs.

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Curriculum and teaching Expected standard

Although staff plan a range of inviting and interesting activities for children, there is some inconsistency in staff's understanding of how to fully support children's learning and development. For instance, there is some variation in how well activities are matched to the stage of development of the children taking part.

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Inclusion Expected standard

The nursery is inclusive and staff ensure that all children receive the help and support they need to thrive.

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Inclusion Expected standard

Leaders work closely with parents and carers to ensure that when any concerns about children's development are identified, these are addressed swiftly. Individual learning plans are put in place by the special educational needs and/or disabilities co-ordinator (SENDCO) and meetings take place regularly to review children's development and next steps. The SENDCO monitors children who have additional needs to ensure they continue to make progress. When needed, leaders effectively liaise with outside agencies to ensure that children and families receive the support they need. Parents say the nursery has been very supportive in their children's development and in accessing additional support.

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Inclusion Expected standard

Strategies are put in place for children who need additional support. However, staff are not consistent in maintaining and using these. As a result, this limits the support for children who need these strategies the most. That being said, staff do make good use of other familiar

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Needs attention

strategies to support children with additional needs, and these are effective in calming children during periods where they show signs of anxiousness.

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Children's welfare and wellbeing Needs attention

Although staff consider how to mitigate risks for some planned activities, there are weaknesses in the culture of risk assessment across the nursery, particularly in recognising potential hazards. At the time of inspection, it was found that although leaders ensure there are enough staff on site, the arrangements for staff deployment limited how well they supervised children. In particular, during mealtimes, sleep times and when lone working. However, leaders demonstrated a positive attitude in responding to these concerns and took steps to address these during the inspection.

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Children's welfare and wellbeing Needs attention

Care practices such as handwashing, toileting and naptimes are effective in ensuring that all children's needs are met throughout the day. However, there has not been enough consideration as to how to promote children's privacy, including their own understanding of this, when using the toilet in some areas of the nursery. Again, leaders responded appropriately to this concern and have reviewed practice to ensure that children's privacy is promoted.

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Children's welfare and wellbeing Needs attention

There are also weaknesses in relation to information gathering and record keeping. For instance, the nursery does not seek out information regarding the involvement of external agencies involved with families when they join the nursery. Record keeping in relation to significant events is not consistently maintained.

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Children's welfare and wellbeing Needs attention

Although the immediate concerns were addressed on the day of inspection, the weaknesses demonstrate that the provision for the welfare and wellbeing of children is not meeting the expected standard and leaders need to take action to ensure that all improvements are consistently embedded into daily practice.

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Children's welfare and wellbeing Needs attention

Staff do forge very warm and caring relationships with all children. They are smiley, full of praise for children's achievements and show a genuine interest in children during all interactions. This helps children to feel calm, settled and valued. Children are keen to spend time with staff and engage in play and conversation. Support is provided to help children understand and manage their emotions and this helps children to develop a secure sense of emotional wellbeing. Children are offered healthy meals and snacks and they benefit from fresh air and exercise in the outdoor areas. Children show they are happy in the nursery and enjoy their time here.

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Leadership and governance Needs attention

Leaders have a broad awareness of the settings strengths and areas for development. They use this knowledge to create action plans that identify some areas for improvement and ensure these are followed through. However, weaknesses which may impact on the welfare of children have not been consistently identified or addressed. For instance, there has not been robust monitoring in relation to supervision during eating and sleep times or during times when staff are lone working. Furthermore, there is a weakness in supporting staff with their understanding of identifying risks. Record keeping is not consistently robust. This does not ensure that children's safety and wellbeing are consistently promoted. Leaders have a positive attitude in relation to making the necessary improvements. Steps taken by leaders on the day of inspection in response to the weaknesses identified, ensure that there is no significant impact on children. They show dedication in supporting the continued welfare of

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Leadership and governance Needs attention

children and in ensuring that improvements will be maintained.

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Leadership and governance Needs attention

Leaders have identified the concern relating to toileting and privacy and in response have started plans to structurally improve this area of the nursery. Despite these positive steps being taken, not enough consideration has been given to ensure greater privacy for children in the meantime. However, leaders responded appropriately to this weakness at the time of the inspection.

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Leadership and governance Needs attention

Leaders understand the context of the nursery and work hard to ensure that children are happy and well settled here. Parent partnerships are greatly valued and parents are highly complementary of their experience of this nursery. The positive relationships between parents and staff in the nursery helps to ensure children settle quickly when they join. The nursery has positive working relationships with local schools. This supports a smooth transition for children when the time comes to move on. Staff share that their workload is manageable and they feel supported by leaders. Leaders support staff's professional development by providing ongoing training, linked to their areas of interest.

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

Children enjoy their time at the nursery, and settle in very well, supported by their key members of staff. They happily explore the activities and experiences which staff provide for them, for example, toddlers delight in squeezing and smelling the fresh citrus fruits floating in the water tray. Children develop core skills in independence. For example, babies put on their own sunhats and toddlers learn to dress themselves in wetsuits to prepare for outdoor play. Older children show perseverance and concentration skills as they successfully use scissors to cut out their own drawings.

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

Children establish friendships with one another and are able to communicate well and resolve conflict as they play together. All children are involved and included an all aspects of nursery life. Children are inquisitive and show confidence in asking staff questions and listen carefully to their responses. Staff show genuine care and appreciation of children's individuality and this helps children to feel valued in this nursery. Parent partnerships are a key feature in this nursery and parents praise the effective support and the relationships they have with staff. They say that the nursery has supported their children in developing key areas of learning such as the development of their language and their social skills. Children's good attendance is promoted.

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

Children display positive behaviours, including good listening skills. They understand and follow the routines in the nursery well. For instance, they calmly line up when it is time to use the stairs, and this ensures this routine is carried out in a safe manner.

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

There are some weaknesses in relation to the procedures for accurately identifying and addressing potential hazards and risks in the nursery. For instance, the organisation of mealtimes and lone working arrangements do not consistently promote children's welfare. Furthermore, the procedures for recording information are not fully embedded and this limits how well children's welfare and wellbeing is promoted. However, leaders took prompt action to rectify all immediate concerns on the day of inspection and are clear that they will continue to work on these areas to improve consistency.

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Next steps

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

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Action Completion Date

improve risk assessment procedures throughout the nursery to ensure that staff identify and minimise potential risks and that children's wellbeing and welfare are consistently promoted 12/05/2026

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Action Completion Date

improve record keeping procedures to ensure that relevant information is recorded accurately and efficiently. 12/05/2026

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About this inspection

The inspector spoke with leaders, staff, practitioners, 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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Address:

Kids at Heart, Low Moor Lane Scotton Knaresborough HG5 9JB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Nidderdale Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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0 to 4

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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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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