New Moon Nursery Warmfield

New Moon Nursery Warmfield

Unique reference number (URN): 2799829 Address: Low Farm, Warmfield Lane, Warmfield, Wakefield, WF1 5TN Type: Childcare on non-domestic premises Registered with Ofsted: 05/08/2024 Registers: EYR, CCR, VCR Registered person: New Moon Nurseries 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

Children consistently make progress across all areas of learning. Younger children learn to use single words to describe actions, such as 'squeeze' during water play. Older children build on this by using complex sentences during guessing games, formulating detailed questions about their peers' appearance.

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Achievement Strong standard

Physical development is carefully planned to build over time. Babies use soft-play equipment to strengthen core muscles, while older children successfully balance on stepping stones and jump confidently between them. Children who previously could not pull themselves up to standing now confidently access tabletop activities. They learn to lower themselves safely and independently, reflecting significant progress.

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Achievement Strong standard

Children, including those with special educational needs and/or disabilities, those who face barriers to their learning and those known or previously known to children's social care, make steady progress from their starting points. Children who are developing their speech successfully learn to communicate choices by pointing and using purposeful gestures. They benefit from consistent support, ensuring that all children are well prepared for their next stages of education.

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Behaviour, attitudes and establishing routines Strong standard

Leaders establish high expectations for behaviour from the outset. Children display positive attitudes towards their learning. They are consistently encouraged to try things for themselves, with staff providing supportive guidance when needed. For instance, staff suggest that children use tools to keep play dough steady while cutting. This approach helps children to persist when challenges occur. Regular attendance is encouraged so children can access learning and development opportunities.

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Behaviour, attitudes and establishing routines Strong standard

Routines are consistently embedded across the setting. For example, children automatically hold handrails on the stairs without prompting. They understand nursery boundaries and rules. Children confidently remind adults to remove outdoor footwear indoors, pointing exactly to where shoes belong. Staff use songs and visual cues to gain children's attention when routines change. Consequently, children understand what happens next during these predictable transitions, ensuring they remain settled, secure and confident.

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Behaviour, attitudes and establishing routines Strong standard

Children are kind and play together, building on shared play ideas. On occasions when minor incidents arise, staff respond with calm, positive redirection. Children follow these gentle reminders and settle back into play quickly. Mealtimes are calm, relaxed and highly sociable. Children independently choose their own seats and consistently use manners, such as saying 'thank you'. Staff sit at the children's eye level, encouraging conversations about food and supporting with eating when needed.

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Children's welfare and wellbeing Strong standard

Leaders put children's welfare and wellbeing at the centre of what they do. Staff follow advice from parents and carers on weaning, sleep patterns and healthcare plans from the outset. This care meets children's individual needs consistently. Safe sleep practices are robust. Staff remain present to monitor children while they rest. Children are encouraged to learn to keep themselves safe through discussions about the fire pit. They know where they must sit to ensure they stay safe when it is lit.

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Children's welfare and wellbeing Strong standard

Leaders manage dietary needs through a colour-coded plate system. Photographs of children with allergies are displayed clearly in the kitchen and nursery rooms, ensuring that everyone can quickly identify children at risk. Children enjoy a healthy, balanced diet and have access to fresh drinking water throughout the day. They participate in teeth-brushing routines and learn about the impact of sugary food on their teeth. Children further explore healthy lifestyles by planting vegetables and watching them grow.

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Children's welfare and wellbeing Strong standard

Staff help children to name and recognise feelings, labelling emotions directly during daily interactions. For example, when children appear sleepy, staff say, 'you're tired'. Leaders have introduced a lending library scheme to encourage bedtime reading as a positive alternative to screen time. Information about online safety is provided to parents and carers via a nursery newsletter.

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Curriculum and teaching Strong standard

Leaders design an ambitious curriculum that is inclusive for all children. Activities and opportunities cover all 7 areas of learning. These are consistently created to build on, over time, what children know and need to learn next. Staff know their key children well. They use assessments to plan learning around children's unique interests. For example, when children show an interest in dinosaurs, staff encourage them to think critically about their constructions. Staff introduce new words, such as 'enclosures', while children build dinosaur homes out of large wooden blocks. This successfully develops children's physical and communication skills.

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Curriculum and teaching Strong standard

Staff promote mathematical language naturally throughout the day by embedding counting into everyday activities. For instance, they count '1, 2, 3, tip' during sandcastle building, to build anticipation and early mathematical understanding. Children develop positive social attitudes. They excitedly join in with group stories, showing a love of books, such as 'Monkey Puzzle'. During these shared story times, children make positive eye contact to express their excitement and anticipation. Younger children initiate games of peekaboo with one another. During role play, older children share resources independently. For instance, children offer brushes to their peers to brush a doll's hair.

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Curriculum and teaching Strong standard

Children learn to point to express choices before single words emerge. Older children enjoy looking at books about going to school. Staff liaise closely with local schools to share key development milestones. Leaders ensure continuity for children, including those with special educational needs and/or disabilities and those who face barriers to their learning, as they transition to school.

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Inclusion Strong standard

Leaders create a highly inclusive environment where children's individual needs are identified and addressed quickly. Targeted staff training in special educational needs and/or disabilities (SEND) ensures that the team can plan precise, specialised interventions, working alongside parents and carers. Staff monitor progress using assessments, such as the progress check for children aged between 2 and 3 years. This enables them to identify development gaps early and establish small, achievable milestones for children.

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Inclusion Strong standard

Leaders act swiftly to secure necessary funding for children who need additional support. They guide families through the education, health and care plan process. Leaders strategically use early years pupil premium funding to support children who face barriers to their learning. For example, children have access to a warm, nutritious meal daily, which directly contributes to their ability to concentrate, providing the energy they need to learn.

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Inclusion Strong standard

Staff adapt the environment effectively to ensure that children can explore and learn safely. Resources and low-level furniture are organised at the right height to promote independent exploration. Consistent safety measures are carefully put into place to reduce risks while still allowing children to explore confidently. Staff use specialised resources to build children's confidence in communicating. For example, visual cues are shown during personal care routines and daily transitions. These support children, including those with SEND and those who face barriers to their learning, to understand what is happening next. As a result, all children make progress in their learning.

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Leadership and governance Strong standard

Leaders maintain consistent oversight of the nursery and families. They reflect regularly on practice, collaborating with early years professionals and a sister setting to successfully identify where improvements can be made. For example, their introduction of a staggered lunchtime routine ensures that mealtimes are a harmonious experience, keeping all children fully engaged in their learning.

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Leadership and governance Strong standard

Leaders consistently support less-experienced staff through targeted mentoring alongside more-experienced team members. Regular supervisions provide a supportive space to discuss wellbeing and professional development. New staff receive a full induction that covers essential training, such as safeguarding and paediatric first aid. Furthermore, leaders support staff wellbeing through a dedicated wellbeing day and a 'brighten someone's day' comment board. They regularly celebrate staff success, ensuring that team motivation and morale remain high.

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Leadership and governance Strong standard

Partnership with parents and carers is a notable strength. Parents are fully involved in their children's learning and next steps in development, helping families to extend children's learning at home. This collaborative approach creates a community that is focused entirely on the needs of the children. Parents deeply value the safe, warm and nurturing environment. Consequently, children grow in confidence and are fully included in the setting.

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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 thrive at this nurturing and inclusive setting. They are confident and respectful of one another. Children, including those with special educational needs and/or disabilities, those who face barriers to their learning and those known or previously known to children's social care, arrive and settle quickly into the natural rhythm of the day. Children show trust in staff, frequently seeking them out for comforting cuddles or to share play ideas. They feel safe because staff consistently understand their individual needs. Regular attendance helps children to develop secure attachments and become familiar with daily routines, staff and peers.

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

Children consistently develop independence. They wash and dry their own hands before mealtimes. Older children put away their own shoes onto the shoe rack when coming in from outdoor play. Children remember to put on sun hats before playing outside. They explore the spacious outdoor environment with curiosity. Children build on their physical skills as they ride bicycles and climb safely down climbing frames. Children are fully immersed in chosen activities, such as den building. They examine natural sticks closely and look at their properties. Children count together and compare lengths using tape measures to see which is longest.

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

Children learn to care for animals, such as chickens and guinea pigs. They learn about life cycles through these hands-on experiences. Children understand how to clean boots in the boot dip before entering and leaving the chicken coop. Children take pride in their role, tending to the animals. They confidently explain that they need to be careful with eggs. Children prepare to collect eggs independently and put on an apron, explaining that this keeps the eggs safe.

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

Children thoroughly enjoy rhyme-bag music sessions that build their early communication skills. Babies enthusiastically clap, vocalise and make animal sounds during these activities. Children practise taking turns to pull puppets from a bag, which supports their social development. Through these rich learning experiences, children are consistently well prepared for their next stage in education.

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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 those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, children, parents and carers 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:

Low Farm Warmfield Lane, Warmfield Wakefield WF1 5TN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: New Moon Nurseries Limited

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Address:

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

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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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