The Counting House Nursery

The Counting House Nursery

Unique reference number (URN): 2833773 Address: 114 Cardigan Road, Leeds, LS6 3BJ Type: Childcare on non-domestic premises Registered with Ofsted: 01/04/2025 Registers: EYR Registered person: The Counting House Nursery

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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 make exceptional progress as they move through the setting. They manage transitions confidently, showing emotional security and adapting quickly to new routines. From their starting points, children achieve well and develop increasing independence, particularly during routines such as lunchtimes, where toddlers manage their own needs with minimal support.

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Achievement Strong standard

Children make strong, sustained progress across all areas. They show deep curiosity, strong recall and growing understanding when exploring interests such as continents, space and the work of a favourite refuse worker. Gaps in learning close consistently and often rapidly, especially for children with special educational needs, who demonstrate secure and improving progress over time. Physical development is strong. Children develop balance, coordination and confidence outdoors, and refine fine motor skills through frequent craft activities. Across all ages, children demonstrate effective listening and attention, particularly during story times and singing sessions. Social and emotional development is equally strong, with children forming early relationships and showing readiness for school.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate consistently positive behaviour because the provision is deliberately structured to promote independence, engagement and clear routines. Lunchtime observations show children confidently managing high expectations, and transitions across the nursery are calm, safe and highly effective. Two-year-olds move independently through shared spaces, reflecting strong staff modelling and well-embedded routines.

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Behaviour, attitudes and establishing routines Strong standard

The setting's golden rules are securely embedded and reinforced through precise modelling and praise. Children talk confidently about expectations and explain why they matter. Their listening skills, conversation skills and manners are excellent. They consistently show respect for one another and for their belongings. Outdoors, children access provision purposefully. They share, collaborate and develop rich role play, supported effectively by staff. During forest school, children articulate how they keep themselves safe. They recite rules, such as walking around the fire circle, and enthusiastically sing the forest school song, demonstrating a deeply-embedded culture for learning. The sensory room is used regularly and effectively to support emotional regulation through individualised strategies.

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Behaviour, attitudes and establishing routines Strong standard

Attendance at the nursery is good. Parents are welcomed into rooms at the start of sessions to meet and greet key workers, clearly strengthening relationships. Parental feedback is highly positive, with one parent stating that staff are 'patient, caring and responsive'.

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Children's welfare and wellbeing Strong standard

The setting demonstrates consistently high-quality practice, underpinned by secure key- worker relationships and practitioners who speak confidently and precisely about each child's development. Toddlers and pre-school children benefit from purposeful, well- structured routines that promote smooth transitions and ensure children remain settled, focused and ready to learn. Families frequently share positive feedback, highlighting strong communication and the noticeable progress their children make, which reinforces the impact of the setting's approach.

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Children's welfare and wellbeing Strong standard

Practitioners show strong awareness of children's changing circumstances and respond swiftly when needs shift. Leaders articulate clear examples of how they have supported individual children, such as adapting routines following family changes, increasing emotional check-ins during periods of transition, or tailoring communication strategies to strengthen consistency between home and nursery. This evaluative practice ensures children receive timely, targeted support that leads to improved outcomes.

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Children's welfare and wellbeing Strong standard

Children show sustained progression in their self-care skills, confidently using cutlery, carrying trays and pouring their own water with increasing independence. Practitioners apply strong rigour to mealtimes and snack times, ensuring they are carefully catered for and delivered through predictable, well-embedded routines. Allergy management is robust, with adapted lunch mats, name cards and consistent staff oversight demonstrating meticulous planning. Mealtimes also promote respect, cooperation and social awareness. Supported by a well-planned menu, children make healthy choices and show growing confidence, responsibility and pride.

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Curriculum and teaching Strong standard

Leaders organise an ambitious, well-layered curriculum that works highly effectively in practice. Leaders' strategies, such as introducing new experiences, monthly focuses and possible lines of development (PLODs), ensure learning is responsive, purposeful and closely aligned to children's next steps. Regular professional discussion and close analysis of children's development enable staff to identify emerging needs and adapt provision precisely. This results in relevant opportunities for children, such as increased sensory exploration and messy play. Monthly focuses are shared with parents through the online communication system and newsletters, strengthening consistency between home and the setting.

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Curriculum and teaching Strong standard

The curriculum structure enables children to revisit, practise and embed key skills. Planning documents are evident in all rooms and updated frequently. Staff speak confidently about what children are learning and why. Practitioners plan across all areas of learning, including targeted 'tray tasks' that promote engagement, independence and consolidation. High expectations for language development are clear, with practitioners modelling vocabulary precisely and extending children's speech. Interactions are consistently strong. Outdoor spaces provide a rich learning environment, particularly the thoughtfully developed forest school area. Children use these spaces with enthusiasm, with one child exclaiming, 'I love forest school!' The on-site library is a notable strength, fostering a love of reading. As a result of this well-structured curriculum, staff act in the moment and create purposeful actions that extend learning further. Consequently, children's outcomes are excellent.

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Inclusion Strong standard

Leaders and practitioners identify children's needs swiftly from the earliest stage, and they respond with precision. High expectations are upheld for every child, with aspirational vocabulary and rich learning opportunities promoted regardless of any barriers to children's learning. Strong relationships with families, beginning in the baby room, ensure children's needs are quickly understood. Children with special educational needs and/or disabilities are well supported through planned adaptations and consistent practice. External agencies are involved when appropriate, though the skilled staff team meets most needs internally. Staff's professional development is well targeted, which strengthens their practice.

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Inclusion Strong standard

Children's progress is rigorously monitored, with barriers addressed immediately through team discussions. Staff embed children's interests into play, enabling them to thrive. Open communication with parents and carers ensures needs are clearly understood, and home languages are celebrated to support inclusion.

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Inclusion Strong standard

The setting considers vulnerable families, providing access to a 'baby bank' that offers essential items. Room-level adaptations, particularly in pre-school, demonstrate thoughtful and inclusive practice. Staff source resources to ensure learning remains accessible, resulting in strong outcomes. Transitions are well planned, and the outdoor provision, enhanced through pupil premium funding, offers a high-quality shared space. Leaders and staff act decisively to sustain adaptations that improve children's experiences and wellbeing.

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Leadership and governance Strong standard

Leaders set high expectations and articulate a clear, ambitious vision that shapes practice consistently across the setting. Their strategic direction ensures that every decision is rooted in what children need to thrive. Leaders use thoughtful and rigorous recruitment processes, drawing on a strong understanding of the nursery's context to appoint staff whose strengths align closely with the needs of the children. This careful approach results in a team that is well matched and able to deliver high-quality experiences.

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Leadership and governance Strong standard

Leaders remain highly responsive to children's emerging needs, which is reflected in the consistently strong quality of provision in every room. They prioritise staff development, ensuring practitioners have the knowledge, skills and professional confidence to deliver high-quality care and education. Leaders foster a positive culture where staff feel valued, welcome feedback and contribute meaningfully to ongoing improvement.

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Leadership and governance Strong standard

Leaders' 'self-reflection tool' is used as an effective working document that evidences implementation, supports professional dialogue and identifies clear priorities. Leaders act on this information to shape training and maintain a culture of continuous growth. Collaboration with other settings strengthens practice, creating shared opportunities to learn and exchange ideas. Leaders also nurture strong relationships with families through meaningful opportunities for connection. This is demonstrated through events such as the recent anniversary celebration, bringing families together and fostering a deep sense of community and belonging.

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

Children at this nursery are exceptionally well cared for by staff who know them closely and respond promptly to their individual needs. Practitioners take time to understand each child's unique personality, preferences and developmental stage, enabling them to offer sensitive, attuned support throughout the day. Children experience a calm, purposeful environment where high-quality opportunities are thoughtfully planned to promote learning, independence and early communication. The atmosphere is warm and nurturing, helping children feel safe, relaxed and ready to explore.

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

Children are happy, settled and clearly enjoy being in the nursery. They form wonderful relationships with their peers, developing friendships that help them feel secure and confident as they play and learn. Staff consistently model expectations, demonstrating positive interactions and clear routines that enable children to understand boundaries and develop respectful ways of engaging with others. Children benefit from adults who plan intentionally, ensuring their needs are consistently met and they feel valued as unique individuals. Practitioners create well-structured experiences that promote curiosity, problem- solving and exploration across all areas of learning. Carefully managed transitions support children to move through their day, helping them remain calm, prepared and emotionally regulated.

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

Children demonstrate growing independence as they make choices, access resources and engage in meaningful play that builds essential early skills. Their communication flourishes because staff provide rich language experiences, narrate play and encourage conversation, helping children develop confidence in expressing themselves.

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

Children benefit from nurturing relationships with adults who listen attentively, celebrate achievements and provide reassurance when needed. They develop positive attitudes towards learning because they are encouraged to persevere, take risks and explore new challenges within a supportive environment. As a result, children are well prepared for the next stage in their early years education, building resilience, social skills and a secure foundation for future learning. They leave the nursery as confident, curious learners who are ready for school life and equipped with the essential skills they need to continue thriving.

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Next steps

Leaders should sustain strong teaching by ensuring all staff build knowledge through ongoing professional development so that the whole team remains consistently high- performing.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Counting House Nursery

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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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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 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

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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