URN 2790533 · Inspected 2026-06-16 · Published 2026-07-15 · Inspector: Caroline Brooks
Fenwood House Day Nursery Birdwell Unique reference number (URN): 2790533 Address: Fenwood House Day Nursery Birdwell, Sheffield Road, Birdwell, Barnsley, South Yorkshire, S70 5TF Type: Childcare on non-domestic premises Registered with Ofsted: 09/05/2024 Registers: EYR Registered person: Fenwood House Limited Inspection report: 16 June 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Strong standard 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. Inclusion Strong standard Leaders and staff are committed to ensuring that every child is welcome and included. They build close relationships with children and families, and get to know them remarkably well. Staff identify children's needs promptly and work closely with parents and other professionals to ensure that appropriate support is put in place. As a result, barriers to learning and wellbeing are reduced, particularly for children with special educational needs and/or disabilities (SEND), English as an additional language and children with other barriers to learning. Staff are skilled at identifying, assessing and meeting children's individual needs. They make timely referrals and work closely with a wide range of professionals, including speech and language therapists, the portage team and hearing support services. Staff use specialist resources, such as hearing loops and sign language, to ensure that children can participate fully in the life of the setting. Staff work closely with families to understand children's backgrounds, experiences and languages. They learn key words and record familiar phrases in children's home languages so that children with English as an additional language feel secure, understand routines and settle quickly. Diversity is promoted throughout the setting through books, stories, celebrations and daily conversations. Staff adapt activities and interactions successfully so that children with SEND are included in all aspects of nursery life. They understand children's individual needs and respond sensitively. Parents and carers speak highly of the care, support and understanding they receive. They report that their children have made significant progress in communication, language and behaviour, and value the guidance and support that staff provide. All children are valued as individuals. Staff interact clearly and offer children choices. Leaders, staff, parents and professionals work together effectively to improve outcomes and ensure that children participate confidently and successfully alongside their peers. Expected standard Achievement Expected standard Children develop communication and language skills throughout the day. They become increasingly confident in using sounds, words and simple conversations to express themselves and share their ideas. Babies make eye contact, begin to babble and respond positively to familiar adults. Older children eagerly engage adults in conversation and practise emerging language. Children acquire the knowledge and skills they need for the next stage of learning. Children are developing their mathematical understanding, and communication and language skills. They confidently sing songs and rhymes at group time and at play. Children of all ages, including those with special educational needs and/or disabilities, have opportunities to develop early literacy skills through drawing and mark making. Younger children experiment with marks outside, while older children begin to recognise letters and familiar words. Children are developing confidence, independence and the skills they need as they prepare for school and future learning. Behaviour, attitudes and establishing routines Expected standard Staff have established clear routines that help children understand what is happening now and next. The day is organised carefully so that children feel safe, settled and ready to play. Children move confidently between activities and understand the expectations of the setting. Children are engaged in play and learning. They make choices, follow their interests and enjoy spending time with their friends. Children are kind and friendly. They interact positively with one another. For example, they create role play games as super heroes and care for dolls together. Children communicate their ideas and describe their play with confidence. Staff understand children's individual needs and next steps in learning. They use effective strategies to support children's participation and engagement. Children, including those with special educational needs and/or disabilities, are supported carefully so that they can make choices, develop physical skills and participate alongside their peers. As a result, children are included and develop positive attitudes to learning. Routines contribute to calm and sociable mealtimes. Children develop independence, learn about healthy choices and enjoy eating together. Staff support children to take part in daily routines and help them develop confidence in doing things for themselves. Children enjoy regular opportunities to play outdoors. They develop physical skills as they climb, plant and use tools, such as squirty bottles, to strengthen their hand muscles. On the whole, the environment is organised effectively and children engage well in their play. However, at some times, the planning and organisation of activities and resources in the pre-school outdoor area does not consistently support children's engagement. As a result, some children become distracted from their play and are less able to sustain their involvement in activities and extend their learning. Staff recognise the importance of regular attendance, they monitor attendance carefully and work with families to promote consistency for children. Children's welfare and wellbeing Expected standard Children are happy and develop a secure sense of belonging and wellbeing. They form close relationships with staff, who are attentive, affectionate and responsive to their needs. Staff sit alongside children as they play, listen carefully to what they say and encourage them to share their ideas and experiences. As a result, children are confident, playful and feel valued. Staff develop close relationships with children and their families. They work together to share information about children's development and wellbeing. Staff encourage parents and carers to contribute and share children's achievements from home through an app. This helps staff to build a fuller picture of children's experiences and achievements. Children are encouraged to recognise, understand and express their feelings. Staff use a range of strategies, including picture cards, role play and group discussions, to help children talk about emotions. Children learn about similarities and differences, and develop an understanding that they are important and valued. Staff support children's health and wellbeing effectively. Typically, mealtimes are calm, sociable occasions where children sit together, share conversations and develop independence. Children pour their own drinks, make choices and learn to take turns. Staff monitor dietary requirements and allergies carefully to ensure that all children are included safely. Children, including babies and those with special educational needs and/or disabilities, receive the support they need to participate fully. Staff give children time to practise new skills, work things out for themselves and ask for help when needed. As a result, children develop confidence, independence and positive wellbeing. Curriculum and teaching Expected standard Leaders have created an ambitious curriculum that is embedded throughout the setting and adapted to meet the needs of all children, particularly those with special educational needs and/or disabilities (SEND). The curriculum is carefully sequenced and builds on what children know and can do. Staff use their knowledge of child development and the early years foundation stage to plan learning that is appropriate to children's age, stage and individual needs of each child. The curriculum places a secure focus on communication and language, recognising its importance in supporting all areas of learning and development. Younger children concentrate on the prime areas of learning as they settle and develop confidence. Staff use songs, rhymes and stories to promote communication, language and mathematics. Children are eager to choose familiar songs and participate enthusiastically in group activities. Staff adapt activities skilfully so that children with SEND are involved and included. Staff know children well and identify clear next steps in learning. Planning is reviewed regularly and adapted for individual children. Staff provide targeted activities that help children build knowledge and skills over time. For example, older children participate in games that help them recognise letters, identify their names and count using their fingers. Staff introduce new vocabulary, such as 'shore', and revisit learning so that children remember and understand new concepts. Teaching is generally effective and children enjoy a broad range of experiences that promote learning. Staff are attentive and use positive interactions to support children's engagement and independence. However, on a few occasions, staff speak too quickly during group activities and singing. This means that some children are not consistently able to hear, process and identify words in the stream of language being modelled. Leadership and governance Expected standard Leaders have established a welcoming environment where children and families develop a sense of belonging. They know the setting, the staff team and the children well. Leaders are reflective and responsive to advice. They review practice regularly, have priorities for development and take action to improve outcomes for children. For example, they use additional funding purposefully on resources to promote learning and emotional development. Funding is also used to adapt provision to meet the needs of children with special educational needs and/or disabilities. Leaders work closely with other professionals, schools and services. They arrange regular visits from specialist professionals and coaches, to enrich children's experiences and support staff development. Leaders have established effective systems to identify children who may require additional support. They work closely with parents and carers, make referrals promptly and monitor the impact of initiatives. Leaders prioritise staff wellbeing. They maintain regular supervision meetings, and provide opportunities for staff to discuss their professional development, interests and wellbeing. Staff report that they feel valued and supported. Staff work effectively as a team, share information and support one another. Leaders recognise potential challenges. They regularly check in with staff and provide practical support so that they can remain focused on children's care and learning. As a result, staff are able to focus consistency on children's care and learning. Leaders promote professional learning for staff. Staff access training, including sign language training, and share new knowledge with colleagues and parents. This helps to promote consistency in children's learning and development. Leaders have established effective policies and procedures, including safe recruitment practices. They maintain positive relationships with parents and share information about children's development, accidents and illnesses promptly. Overall, the setting is organised effectively and routines are clear. However, leaders do not yet create and initiate all opportunities to further strengthen the organisation of the pre-school outdoor area so that children can engage more consistently in play and learning. What it's like to be a child at this setting Children arrive happily and are greeted by caring and knowledgeable staff who know them and their families well. Children settle quickly into this calm and welcoming setting. They understand the routine and know what is happening now and next. As a result, children feel safe, secure and ready to play and learn. Children develop positive relationships with staff and friendships with other children. They are kind and friendly towards one another and learn to take turns, share resources and play cooperatively. For example, children organise role play games, such as being a family. The share ideas and engage in conversations with adults and their peers. Children use language confidently to communicate their ideas and describe their play. Children benefit from an environment where they are valued as individuals. Staff adapt experiences to meet children's needs and ensure that all children, including those with special educational needs and/or disabilities, and English as an additional language, are included fully in the life of the nursery. Even the very youngest children learn to use sign language alongside spoken language. Staff model language well and babies begin to repeat sounds and words with increasing confidence. Parents and carers value the opportunity to learn signs at home so that communication is consistent. Children are encouraged to become independent from an early age. They carry their own coats and bags, make choices about their play and develop confidence in doing things for themselves. Babies explore resources independently and show curiosity about the world around them. For example, they choose books, turn pages and look carefully at pictures. Children enjoy a wide range of experiences that help them learn about themselves and others. They celebrate cultural events, such as Eid, and explore books and stories that reflect the diverse backgrounds of children and families within the setting. Children leave nursery happy and eager to share their experiences. They are developing the confidence, communication skills and positive relationships that help them to thrive and prepare them well for the next stage of learning. Leaders recognise the value of consistent attendance. They keep accurate records and work closely with parents to develop positive attitudes that promote regular attendance. Next steps Leaders should support staff to consistently model language at an appropriate pace so that children can hear, process and understand new vocabulary and information. Leaders should continue to review the organisation of the pre-school outdoor area so that children can engage more consistently in high-quality play, sustain their involvement in activities and extend their learning. About this inspection The inspector spoke with leaders, staff, parents and children during the inspection. Inspector: Caroline Brooks About this setting Unique reference number (URN): 2790533 Address: Fenwood House Day Nursery Birdwell Sheffield Road Birdwell, Barnsley South Yorkshire S70 5TF Type: Childcare on non-domestic premises Registration date: 09/05/2024 Registered person: Fenwood House Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Barnsley Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 16 June 2026 Children numbers Age range of children at the time of 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. 0 to 4 Total number of places 43 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. 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. 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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