Bridge House Day Nursery

Bridge House Day Nursery
Unique reference number (URN): EY366228
Address: 1 Bridge House, Skipton Road, Steeton, KEIGHLEY, West Yorkshire, BD20 6NR
Type: Childcare on non-domestic premises
Registered with Ofsted: 02/01/2008
Registers: EYR, CCR, VCR
Registered person: Bridge House Day Nursery Ltd
Inspection report: 14 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
Achievement Expected standard
Children make progress from their starting points at the setting. Children are confident
communicators. Babies develop their speech and learn new words during activities, such as
messy play. Toddlers share their thoughts and feelings throughout the day. Older children
make predictions and link experiences into their conversations. Children who face barriers to
their learning typically do well. They communicate their needs effectively through visual
cards, for example. However, they do not benefit from consistent routines to support them to
make the most out of learning opportunities. Children are prepared for the next stage of
learning, such as school. They are developing independence skills. They pour their own
drinks and serve themselves lunch.
Behaviour, attitudes and establishing routines Expected standard
Staff typically have positive relationships with the children in their care. They provide them
with a safe and welcoming place to learn. Children are keen to take part in the activities
provided for them. For instance, they make play dough, which supports their counting skills
as they count the cups of flour needed. This develops the children's interests alongside their
next steps. Staff support children's social skills. They encourage children to take turns as
they play games with their peers and staff, such as fishing in the water tray. Leaders work
with families to ensure regular attendance. They reinforce the importance of children
attending the setting. Staff are positive role models. For example, they model respect and
kindness in their play. This supports children in understanding clear expectations.
There is support for children to understand routines, such as the use of picture cards. This
ensures that all children, including those with special educational needs and/or disabilities,
know what is happening. At times, during routines, particularly at mealtimes, children are
kept waiting for short periods. This leads to a reduction in children's engagement.
Children's welfare and wellbeing Expected standard
Staff have created a welcoming space for children to come into. They build warm
relationships with children in their care and get to know them well. Staff teach children about
making healthy choices at an age-appropriate level for the children to understand. Children
enjoy balanced and healthy meals, such as chicken casserole and fruit, which the children
enjoy eating. Children talk about healthy food choices, and staff use related stories to
support this. Children also reflect on this later in their own conversations with each other.
For example, as they engage in their play, they talk about which vegetables they like. Staff
consistently support good manners. Parents and carers comment that it is a strength of the
setting.
Care practises are in place to support children. For instance, staff follow safer sleeping
guidance. Children enjoy daily access to the outdoors for fresh air and exercise. This
supports the children's physical development. Children feel a sense of belonging, including
those who speak English as an additional language. For example, staff embed children's

diverse cultures into the learning environment and ensure that they share family
celebrations with their peers.
Curriculum and teaching Expected standard
Leaders offer children a wide range of opportunities in the local community. For example,
children enjoy going on local walks, which helps them to develop an understanding of the
world around them. Staff complete regular assessments. They know what children can do
and typically plan a broad curriculum across all areas of learning. Staff generally tailor
activities to support children's interests and next steps in their development. They support
children to develop their physical skills. For example, children build on the small muscles in
their hands and fingers as they play with play dough and write with chalks outside. They
catch objects with fishing rods, which helps to develop coordination skills.
Children enjoy a love of books, and children choose to look at them in their play. Staff read
stories of interest to capture children's interest and to support engagement. For example,
children enjoy the story 'The Tiger Who Came To Tea', and following children's interests,
staff extend this as the theme for the activity of chopping fruit. Staff incorporate
mathematical concepts into children's play through age-appropriate activities. For example,
children enjoy joining in with 'Five Little Ducks', which supports their understanding of
number.
Inclusion Expected standard
Staff spend time getting to know children well. Through regular assessments, leaders and
staff are typically aware of children's needs. Leaders work with external agencies to help
reduce barriers to children's learning. They take on board strategies and advice suggested
by specialists. However, leaders do not ensure that they consistently embed this support for
all children swiftly to ensure that children make as much progression as possible.
Staff receive training in how to support children with special educational needs and/or
disabilities. They apply new knowledge into practice, such as using visuals to support
children. Leaders are keen to ensure that there is a secure knowledge base within the staff
team to help them support each other. Leaders and staff have explicit high expectations for
all children. They use additional funding appropriately to support the individual needs of
children. Leaders monitor and track the impact of spending to ensure that it has a positive
impact on children's development. For instance, they have introduced sensory resources to
support children to regulate their emotional needs.
Leadership and governance Expected standard
Leaders are aware of the setting's strengths and are incredibly passionate about what they
do. They are keen to share their knowledge with other staff. Leaders typically identify areas
for improvement. They recognise that they need to plan more effectively to ensure that staff
consistently tailor support for all children. There is a clear team bond among staff members
who help each other. Leaders are keen to support staff's workload. They ensure that it is
manageable for them and that staff feel well-equipped in their roles.

Staff have supervision meetings with leaders at the setting, which is supportive for staff.
Staff benefit from a range of professional learning opportunities. This includes training for
advanced safeguarding and to support children with special educational needs and/or
disabilities. Staff feel they have the skills and knowledge they need for their roles. They
typically work with other agencies, such as speech and language teams, and local primary
schools to support transitions. Staff take advice on board, which supports all children to
achieve the best outcomes.
The setting has recently undergone a change of special educational needs coordinator.
Leaders are ensuring a smooth transition for this role, so all children progress. Parents and
carers typically speak positively about the learning offer the children receive at the setting.
They also comment positively on the supportive staff who look after the children. The
handovers are effective for passing over information about the children.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met

What it's like to be a child at this setting
Children are confident at the setting, and they make safe and comforting bonds with the staff
and their peers. This allows them to flourish at the nursery. Children enjoy the activities on
offer for them, such as fishing in the water tray, which develops their physical skills. Children
benefit from a range of learning experiences. For example, staff work in partnership with the
local primary school, and school children come into the setting to read to the children. This
supports transitions and language and communication skills. Children enjoy local walks in
the community, which builds on their understanding of the world around them. They visit the
local care home where they delight in meeting local residents. This helps to develop their
personal and social development.
Independence is encouraged at the setting. For example, children self-serve their own
dinners and pour their own drinks. This supports children to gain skills ready for school.
Children typically progress well from their starting points. Leaders generally work with
external agencies, such as speech and language teams, to help reduce barriers to learning.
Children celebrate and share their home cultures and festivals with their friends, which
supports a sense of belonging at the nursery. Leaders have a keen eye on promoting
attendance and ensure that families take advantage of their full nursery offer. Leaders and
staff also have high expectations of children's behaviour and participation at the setting.
Staff support this by being role models of care and respect.
Next steps
Leaders should ensure that they concisely embed routines to support children to make
the most out of learning opportunities, particularly at mealtimes.
Leaders should ensure that support for all children, including those with special
educational needs and/or disabilities, is embedded quickly, so all children can consistently
make sustained progress.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator
and the designated safeguarding lead during the 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

Inspector:
Toby Hammond
About this setting
Unique reference number (URN): EY366228
Address:
1 Bridge House
Skipton Road, Steeton
KEIGHLEY
West Yorkshire
BD20 6NR
Type: Childcare on non-domestic premises
Registration date: 02/01/2008
Registered person: Bridge House Day Nursery Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Bradford
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 14 May 2026
Children numbers
Age range of children at the time of inspection
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.

Total number of places
66
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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