Gomersal House Day Nursery

Gomersal House Day Nursery

Unique reference number (URN): 2894232 Address: Gomersal House Day Nursery, Oxford Road, Gomersal, Cleckheaton, BD19 4JR Type: Childcare on non-domestic premises Registered with Ofsted: 10/03/2026 Registers: EYR, CCR, VCR Registered person: Hamond House Day Nursery Gomersal 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 Expected standard

Children understand the daily routines and are generally settled, focused and engaged in their play. They typically demonstrate positive attitudes towards their learning. Staff help children to understand how to be kind and considerate towards others and act as positive role models. They support children to recognise and talk about emotions, helping them understand that others may feel happy or sad.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour is generally positive. They learn to cooperate well with their peers. For example, children share resources willingly when they notice a friend does not have what they need. Children learn to take turns, listen to one another's ideas and play games together successfully. Staff praise children's positive behaviour and build warm, trusting relationships with them. Children are confident and seek support from their key person when needed.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor attendance appropriately. They have procedures in place to follow up on children's absences. Staff support all children, including those with special educational needs and/or disabilities, children known or previously known to children's social care and those who face additional barriers to learning, to take part in the daily routines of the setting. Staff make adaptations when needed to support their individual needs and to provide an inclusive environment.

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Children's welfare and wellbeing Expected standard

Children develop positive relationships with staff across the nursery. They settle quickly and benefit from warm, caring interactions that help them to feel safe and secure. Staff create a welcoming environment where children generally enjoy their play and learning experiences. Generally, children enjoy spending time outdoors and access a range of opportunities to play and explore. Staff support children and encourage them to develop positive social skills. Children learn to be kind to one another and share resources. They play cooperatively with their friends. Children demonstrate good manners and thank adults when they receive help or support from them.

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Children's welfare and wellbeing Expected standard

Staff generally prioritise the wellbeing and welfare of all children, including those who are disadvantaged, those with special educational needs and/or disabilities and those known or previously known to social care. Leaders implement suitable hygiene practices to help ensure children's personal care needs are met appropriately. Staff support children to become increasingly independent in managing their own self-care routines. For example, children learn to wash their hands before meals and manage toileting tasks independently, where appropriate. During mealtimes, practitioners talk to children about healthy foods and encourage them to make healthy choices that support their growth and development.

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Inclusion Expected standard

Leaders support disadvantaged children, those with special educational needs and/or disabilities (SEND), children known or previously known to children's social care and those who face additional barriers to learning well. They identify children's needs quickly and accurately. Leaders put appropriate plans in place to support children's individual needs and ensure that children identified with SEND make the expected progress in their learning and development. All children are welcomed into the setting, and leaders identify how they can best support children's needs.

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Inclusion Expected standard

Leaders have high expectations for all children and work effectively to reduce barriers to learning. They work closely with other professionals and agencies and often take the lead role in securing positive outcomes for children with SEND. Leaders generally monitor children's progress effectively to ensure that support remains targeted to children's individual needs. Staff receive relevant training to help them understand and respond to children's specific needs. This enables children with SEND to access all areas of the provision and take part fully in learning experiences. Leaders consider carefully how additional funding can best support children's development. For example, they provide extra sessions to promote continuity in children's learning and progress.

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Achievement Needs attention

Children do not consistently receive the support they need to meet their individual age and stage of development. Activities do not always build effectively on what children already know and can do. At times, children take part in learning activities that are not matched to their stage of learning. Children complete activities that are either too difficult or too easy for them. This limits children's progress and reduces opportunities for them to develop the knowledge and skills they need for the next stage in their learning.

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Achievement Needs attention

Despite this, children enjoy taking part in a range of activities across the provision. They explore creative experiences such as painting and develop an interest in music as they learn to play the piano. Children develop their independence skills. For example, they learn to serve themselves during mealtimes and manage some tasks for themselves, such as filling their paint pots when they are empty.

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Curriculum and teaching Needs attention

Leaders do not ensure that the curriculum is designed effectively, so that it is clear what children need to know and be able to do. Staff are not always clear about the sequence in which children should learn specific skills to support their learning and development. Leaders have recently begun to take action to improve the curriculum and the quality of teaching. Although they have identified suitable priorities for improvement, this work remains at an early stage and it is too soon to determine the impact on children's learning and progress. Leaders do not plan the environment so that it consistently supports children's next steps in learning and reflects their age and stage of development. For example, the outdoor area for babies provides limited opportunities and resources to support their physical development. Babies have few opportunities to pull themselves up, stand and strengthen their legs. Staff

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Curriculum and teaching Needs attention

do not help less mobile babies to explore and access all areas of the outdoor environment.

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Curriculum and teaching Needs attention

Children benefit from warm relationships with staff and feel secure and safe in their care. They enjoy activities such as painting and playing musical instruments. Interactions between staff and children are positive at times. For example, staff engage children in conversations and children are confident to share their knowledge. Children enjoy looking at books with their key adult. However, teaching is inconsistent and some staff do not use interactions effectively to extend children's learning. Teaching is not always matched appropriately to children's starting points, needs and stages of development.

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Leadership and governance Needs attention

Leaders have an awareness of the setting's strengths and areas for development. However, they have not identified the underlying causes of weaknesses in teaching accurately enough. Although leaders have identified priorities for improvement, their actions have yet to make the improvements needed to improve the quality of teaching and children's learning experiences.

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Leadership and governance Needs attention

Leaders do not provide staff with specific support that is relevant and purposeful to help them carry out their roles successfully. Systems for staff supervision are not robust enough to bring about rapid improvement. Staff do not receive consistent feedback that is targeted to help improve the quality of their teaching practice. As a result, weaknesses in teaching remain, and staff do not consistently support children's learning effectively.

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Leadership and governance Needs attention

Despite this, leaders take appropriate action to support staff wellbeing and help ensure workloads remain manageable. Staff feel valued and leaders recognise their efforts through praise and rewards. Leaders build positive relationships with parents and families. They support families with specific needs by signposting them to external agencies and services where appropriate. In addition, leaders have established links with local schools to help support children's transitions to the next stage in their education.

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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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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary 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 do not consistently benefit from a curriculum that is effectively planned to meet their individual stage of development. They do not always access activities that build on what they already know and can do. At times, staff provide activities that do not match their age or stage of development. For example, staff encourage younger children to practise early writing skills before they have developed the physical control needed to hold a pencil effectively. Staff do not use interactions successfully to extend children's learning. The learning environment, particularly for babies outdoors, does not provide opportunities to support children's next steps in development. As a result, children do not consistently make the best possible progress in preparation for the next stage in their learning.

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

That said, children attend a welcoming environment where they form warm and positive relationships with staff. They settle quickly and generally feel safe and secure in the care of familiar adults. Children enjoy spending time with their friends and take part in a range of activities, including painting, music and outdoor play. They learn to share resources and show kindness towards others. Staff support children to understand emotions and encourage positive behaviour through praise and caring interactions. Children are generally confident and seek reassurance and support from trusted adults when needed.

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

Children who are disadvantaged, those with special educational needs and/or disabilities and those known or previously known to social care are generally well supported. Leaders work with other professionals and agencies to help meet children's individual needs. Children learn to manage their personal care routines and develop independence, such as washing their hands, managing their toileting needs and serving themselves at mealtimes. They learn about healthy lifestyles through daily routines and conversations with staff.

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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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Action Completion Date

plan and deliver a sequenced curriculum so that it builds on what children know and can do and provides challenging and enjoyable experiences for all children that meet their individual stages of development 12/06/2026

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Action Completion Date

strengthen the supervision of staff to develop knowledge and skills to support children in their development through high-quality learning activities and effective teaching that meets children's ages and stages of development. 12/06/2026

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About this inspection

The inspector spoke with the nominated individual, managers, staff, 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

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Address:

Gomersal House Day Nursery Oxford Road, Gomersal Cleckheaton BD19 4JR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Hamond House Day Nursery Gomersal Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 18:15

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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

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

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

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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