Northfields Crosland Moor

Northfields Crosland Moor

Unique reference number (URN): 2815774 Address: Colne Valley House, 511 Blackmoorfoot Road, Crosland Moor, Huddersfield, HD4 5NR Type: Childcare on non-domestic premises Registered with Ofsted: 24/10/2024 Registers: EYR, CCR, VCR Registered person: Northfields Nursery 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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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is impressive. Relationships between children are very positive, and they demonstrate superb play skills. It is abundantly evident how well children consistently collaborate in small groups.

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Behaviour, attitudes and establishing routines Strong standard

Children in the nursery participate in tidying up routines with minimal prompts. Staff skilfully adapt their level of support so that children are engaged but not overwhelmed. For example, children immediately comply with instructions to replace lids on pens when reminded. Children's resilience and perseverance skills are excellent.

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Behaviour, attitudes and establishing routines Strong standard

Children assess risks themselves. They complete a daily checklist for the outdoor area, learning how to implement safety procedures such as checking the perimeter boundary is intact. Young children develop an understanding of safety during mealtimes, independently approaching the hand basin to wash their hands when a food trolley enters the room.

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Behaviour, attitudes and establishing routines Strong standard

Children develop positive attitudes to learning. They engage in varied activities with an abundance of energy and focus. Staff are energetic and enthusiastic play partners. They encourage children to experience the whole curriculum so that it has the maximum impact on their development.

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Behaviour, attitudes and establishing routines Strong standard

Staff demonstrate high levels of respect, which is expertly embedded in their everyday practice. In turn, children demonstrate awe-inspiring levels of respect to each other and staff. They take account of each other's viewpoints, and this important skill prepares them to form positive relationships in the future. For example, children spontaneously offer a steadying hand to other children as they navigate obstacles outside. They take enjoyment from helping others.

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Behaviour, attitudes and establishing routines Strong standard

Children's attendance levels are high, and the staff work closely with families to explain how this helps children to settle and make the most of the planned learning experiences.

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Leadership and governance Strong standard

Leaders are highly motivated and strive for excellence. They implement a highly effective self-evaluation process and commitment to promoting ongoing improvement. Leaders recognise how to work, on an ongoing basis, to support staff to raise the quality of their interactions and teaching. Leaders gain feedback from families so that their voice is heard and views captured and considered. They work cohesively as a management team, which has a positive impact on the nursery, staff and, ultimately, children. They lead by example to deliver ambitious and exciting experiences to children, such as a recent coach trip to a farm. Children with special educational needs and/or disabilities are prioritised, and this is evident throughout the nursery.

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Leadership and governance Strong standard

Leaders inspire their team, and there is a supportive culture in place. Staff are clear that leaders' expectations are high and are eager to meet, and sometimes exceed, these expectations. They work cohesively, replicating the modelling of positive interactions

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Expected standard

demonstrated by leaders. This contributes to the atmosphere of harmony, respect and collaboration.

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Expected standard

Staff feel valued and appreciate opportunities to meet with leaders on a regular basis. Discussions around managing workloads and promoting staff wellbeing are prioritised by leaders, and support is offered to help reduce any workload imbalances or demands on staff.

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Expected standard

A detailed induction programme is in place for new staff so they have a thorough understanding of the nursery, its ethos, procedures and priorities from the beginning. Additional training is also available for staff to complete, and a continuous cycle of continuous professional development is implemented.

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Achievement Expected standard

Children progress through the curriculum well overall, particularly in the areas of personal, social and emotional skills and communication. Children feel confident to voice their thoughts and needs. They ask probing questions to further their knowledge, for example about insects. Children form positive relationships with staff and develop some useful skills to promote their own safety. For example, they recognise the need to be cautious when they feel that the surface beneath their feet is 'slimy' or 'slippery'.

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Achievement Expected standard

Children are independent in many different ways, including serving their own meals from a large dish on the table and learning to use cutlery. They follow instructions well, finding their own shoes and putting them on and helping with dressing after a messy play activity. All children, including those who face barriers to their learning, are well prepared for future challenges.

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Children's welfare and wellbeing Expected standard

Children become increasingly independent in tasks, such as drinking from a cup, as staff reduce the level of support provided as children become more competent.

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Children's welfare and wellbeing Expected standard

Staff teach children how to stay safe in the sun by talking about the importance of wearing hats, staying hydrated and applying a sunscreen.

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Children's welfare and wellbeing Expected standard

Staff equip children with strategies to manage their emotions. They give clear explanations about options available to children, such as having a rest when they are tired.

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Children's welfare and wellbeing Expected standard

Children receive healthy and nutritious food through a well-planned menu. Allergies are managed in an inclusive way and any intolerances are incorporated into the menu. Children stay seated when eating, understanding the safety reasons behind this, as staff explain the risk of choking on food increases if children are not seated. All children, including those known or previously known to children's social care, are supported well. Staff share regular updates with parents and carers, including information about children's emotional wellbeing. Staff offer additional comfort and reassurance when needed so that all children are supported and cared for during times of challenge.

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Children's welfare and wellbeing Expected standard

The key-person system is effective. Staff are caring and establish trusting relationships with children who approach them to engage in play. Staff and children enjoy each other's company, and smiles are in abundance throughout each day. This contributes to the harmonious atmosphere where children feel confident to learn.

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Curriculum and teaching Expected standard

Leaders have designed and implemented a broad and interesting curriculum. They evaluate this well and generally make adaptations in a timely manner.

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Curriculum and teaching Expected standard

Overall, teaching is effective and children make positive levels of progress. Staff are generally quick to recognise opportunities to build on children's interest in activities to extend their learning. For example, when children place planks of wood against a fence and walk on them, staff recognise that they are learning to manage their own level of risk. As children laugh and try different ways to climb the planks, staff offer new ideas. There are some occasions when staff plan exciting activities involving children of different ages and abilities. Although all children thoroughly enjoy taking part, at times staff do not fully consider how to adapt these experiences to maintain the interest and engagement of younger children.

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Curriculum and teaching Expected standard

Staff support children's language skills well. New vocabulary is introduced by staff through individual conversations that take place at every opportunity. These quality interactions help support children's attention and listening skills as well as developing conversational ability.

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Curriculum and teaching Expected standard

Children learn about mathematical concepts that are weaved throughout the curriculum. For example, they learn about capacity when transferring sand. Children also join in songs that include ascending and descending numbers; phrases such as 'more than' and 'less than' are used accurately in conversations so that children develop an understanding of comparisons.

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Curriculum and teaching Expected standard

The wellbeing of children is prioritised. Staff include stories that cover important topics in their daily plans. Children engage in conversations with staff about what these issues mean to them and what they could do to help manage any big feelings appropriately. This helps equip children with important life skills.

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Curriculum and teaching Expected standard

There is a robust assessment process in place. Staff know children's starting points and implement individual learning plans.

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Inclusion Expected standard

Overall, children's unique needs are identified and met well. From the beginning, staff identify children's individual needs and adapt their practice accordingly. Staff complete ongoing assessments that are robust and evaluate the impact that teaching is having on each child. Leaders share ideas of how to support children at home with families so that teaching opportunities are maximised and a consistent approach is implemented. Relevant details about home routines are captured and then replicated at nursery to support a smooth transition. In particular, children with special educational needs and/or disabilities settle quickly as the wealth of information captured enables the nursery to plan effectively for their needs.

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Inclusion Expected standard

Children learn to recognise and understand different emotions in various ways. Staff share stories and provide gentle reminders to children about sharing and turn-taking. Children develop positive approaches to making friends and excitedly seek out other children to share an experience.

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Inclusion Expected standard

Staff undertake training to broaden their knowledge of how to identify delays in development and what strategies can be used to close any gaps. By having a range of tactics available to them, staff are equipped to choose the ones that most effectively help each child.

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Inclusion Expected standard

Children receive assistance from external professionals following referrals made by the nursery. This enables specific evaluation and advice to be sought, which is then delivered to individual children by staff.

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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 are enthusiastic learners. They explore the environment with interest and curiosity. They have high levels of energy and are eager to learn. Children join in with different learning opportunities, checking in with familiar adults for comfort and reassurance from kind and attentive staff. Children and their families feel welcome and valued. Their uniqueness is embraced and celebrated through learning about different cultural festivals and having a well-embedded culture of inclusivity.

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

Overall, children are well prepared for the next steps in their learning and, ultimately, school. This starts with the youngest children who begin to form positive friendships, peeping through a curtain to see a friend and playing peekaboo, laughing as they draw the curtain before repeating their game.

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

Children learn to be very independent and complete many tasks for themselves. They receive tailored support from attentive staff, along with encouragement and praise. For example, children smile broadly as they are supported to take steps across the room.

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

Staff reduce barriers to learning so that all children, including those with special educational needs and/or disabilities and those who have faced difficulties, are encouraged and helped to attend on a regular basis. This consistency helps them to make positive levels of progress from their individual starting points. Any delays in learning are identified early, and support is typically put in place at an early opportunity. Families are consulted before additional funding is spent so that it has the most impact on children's needs.

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

Children and staff have warm and positive relationships with each other. Children are excited to approach staff to share an experience or tell them something about the activity

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Address:

Colne Valley House 511 Blackmoorfoot Road, Crosland Moor Huddersfield HD4 5NR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Northfields Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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Address:

Local authority: Kirklees they are enjoying. Children are settled and form wonderful relationships with each other. They offer spontaneous support to others and work well together.

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Next steps

Leaders should enhance further the support for staff to more consistently adapt activities to precisely reflect the learning needs of all children taking part.

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About this inspection

The inspector spoke with leaders, practitioners, 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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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. 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 .

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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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