The Mount Nursery

The Mount Nursery
Unique reference number (URN): 2849300
Address: The Mount School, 3 Binham Road, Huddersfield, HD2 2AP
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/07/2025
Registers: EYR
Registered person: The Mount School Limited
Inspection report: 23 April 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 learn a range of skills to support them in preparation for their next stage of learning.
Older children are particularly well prepared for school. They enjoy eating their lunch in the
school hall alongside older children. Children learn how to use computers in a way that is
appropriate for their age. They regularly attend information and communication technology
(ICT) lessons in which they learn to use a mouse to control the computer. Children learn
how to keep themselves safe online and who they can speak to if they have a concern.
Younger children learn skills such as how to wash their hands independently. Those children
who are toilet-trained independently use the bathroom. Children learn to communicate with
each other, including the use of some basic sign language within the baby room. All children
develop their physical and gross motor skills as they spend time on large climbing
equipment. Children with special educational needs and/or disabilities make good progress
in relation to their starting points.
Behaviour, attitudes and establishing routines Expected standard
Leaders have established a range of policies to support children's behaviour. They consider
the individual needs of the children when enforcing policies around behaviour. This ensures
they are suitable for children's needs and take into account any special educational needs
and/or disabilities. There are some positive relationships between staff and children.
Children have formed positive attitudes towards their learning. Older children eagerly join in
with carpet time, sharing their own views and knowledge.
Leaders and staff work with parents to support punctuality and attendance. They support
and encourage parents to arrive by a set time. This helps to establish routines when children
start compulsory schooling.
Staff attempt to establish routines throughout the day. These work well in the pre-school
room, where they are well understood and implemented. Children benefit from this
structured routine and enjoy mealtimes together alongside older school-age children.
Routines within the baby and toddler room are not yet fully established to ensure they
consistently run smoothly and meet the needs of all children. For example, lunchtime
routines take too long. This results in children leaving the table and some children becoming
upset while they wait.
Staff teach children how to express their emotions. They explore these emotions during
carpet time in the pre-school room. For example, during an activity, staff explore the emotion
of fear and what this means. They also discuss how this might make others feel. They teach
children about how to keep themselves safe. For example, if they were frightened about
something, children know they can speak with a trusted adult, such as their parents or staff.

Curriculum and teaching Expected standard
Leaders have established a clear curriculum based around what they want children to learn
as they move through the nursery. Through regular assessments, staff identify children's
individual next steps. Staff carefully plan a range of activities to support individual children's
development. For example, staff in the baby room support children's fine motor skills
through a painting activity. Staff ensure this activity is inclusive for all children, including
those with special educational needs and/or disabilities. They also take into consideration
children's different stages of development. For example, they encourage and support babies
to stand who are just beginning to do this.
Staff model a range of language, and there are positive interactions between staff and
children. Staff also support children to learn basic sign language. This particularly helps
those children who are not yet talking. For example, staff model the sign for thank you when
children pass them a toy.
Routines at mealtimes and snack times are not yet fully established to ensure the curriculum
is of a consistently high standard within the younger age groups. Teaching within the pre-
school room is of consistently high quality. Staff take advantage within children's play to
teach children new skills and concepts. For example, during role play, staff support children
to develop an early understanding of money. Within group times, skilled staff teach pre-
school children a range of listening skills. This supports them with the early stages of
reading as they learn to recognise different sounds.
Inclusion Expected standard
Leaders have established clear processes to ensure any additional needs of children can be
identified early. Staff regularly observe children within their play and activities. This gives
them a holistic view of each child and where they may require additional or specialist
support. Staff and leaders have high expectations of what all children can achieve, including
children with special educational needs and/or disabilities (SEND). They ensure additional
funding, such as the early years pupil premium, is used effectively to purchase resources.
These include toys to support children to develop their skills around sharing. These are
closely linked to what children's current interests are.
Staff know children with SEND well. They put in place interventions and determine the best
support for individual children. For example, they effectively support children's behaviour
using signs alongside words to further enforce and manage any unwanted behaviours. They
use visual aid cards to support communication. Additionally, staff recognise when children
find transitions, such as home time, particularly difficult. They support children individually,
such as encouraging children to take objects home with them or sending familiar activities
home.
Staff work closely with parents and other professionals. Staff support parents with referrals
for children with SEND. They signpost parents to relevant professionals. Staff offer support
and guidance, particularly to support parents who may not have prior experience with other
agencies. Staff and leaders regularly meet with families to review the interventions that are
in place for children. This ensures they continue to have the desired impact. Those with

Needs attention
oversight for SEND have received training and are knowledgeable within their role. They are
closely supported by staff within the school who have extensive knowledge of SEND.
Children's welfare and wellbeing Needs attention
Leaders have not identified how to ensure all children's individual needs. The baby and
toddler room is not equipped or set up appropriately to facilitate all babies' needs. For
example, there are not adequate spaces for children to rest or sleep other than at planned
nap times after lunch. At this time, beds are set up, the room is calm, and staff comfort
children as they fall asleep.
Staff gather information from parents when children first start. For example, they find out
when children normally have a sleep. They have ongoing discussions with parents about
their individual sleep needs. They work hard to support these routines. However, due to the
set up of the room, this is not always possible. When children fall asleep spontaneously, and
outside of planned nap time after lunch, staff place them in beds. However, these beds are
not prepared, and staff need to carry equipment across a busy room, increasing the risk of
accidents. Additionally, this also disrupts other children's play as they need to move areas to
make space for beds. As a result, not all children have adequate sleep at the times they
need for their individual needs.
Some positive bonds have been established between staff and children. However, leaders
do not always deploy staff effectively to ensure all children's emotional wellbeing is
supported by their key person, particularly while they settle into the nursery. For instance,
some new children have different key people assigned to them on different days they attend.
This does not help to provide children with consistency to help them develop a settled
relationship with a familiar adult and to become familiar with the setting. Additionally, staffing
arrangements do not ensure staff are readily available to promptly respond to children when
they become upset and cry. As a result, despite additional settling-in sessions, some
children find it difficult to settle in the nursery and the daily routines.
Leadership and governance Needs attention
Leaders have identified some areas for development within the nursery. For example, they
identify that recruiting staff is challenging. However, leaders do not identify and take action
to address all weaknesses in practice, such as in the baby and toddler room, to ensure they
make prompt improvements to any areas that need attention. This means children's
individual needs are not consistently being met through effective routines and an effective
key-person approach.
Leaders are aware of how to support staff's wellbeing and show they genuinely care about
their staff. They put in place regular supervisions to ensure staff remain suitable and discuss
any concerns they may have. Where required, leaders put in place additional training to
ensure staff are confident within their roles. This includes access to a wide range of online
training. Leaders ensure staff access training to support them in their role in supporting

children with special educational needs and/or disabilities (SEND) or other barriers to
learning. For example, staff have completed training to support them in understanding how
to support positive behaviour. Leaders have identified further ways to support staff in
delivering the curriculum. For example, they have created an activity file. This provides staff
with ideas on how to support children's individual next steps in learning.
Leaders and staff engage effectively with parents. Parents praise the staff team for how well
they are kept informed of their children's learning and development. Parents particularly like
the communication they receive from the nursery. For example, parents can easily view how
long their child has slept. Parents of children with SEND or additional support needs highly
value the support that they have received.
What it's like to be a child at this setting
There is a big difference in the quality of care being provided across this nursery. Oversight
of the baby and toddler room is weak and does not focus on the necessary areas for
improvement. The room is not organised in a way that meets children's individual needs.
Most children enjoy their time at the nursery and the wide variety of activities that are on
offer. They have formed positive relationships with staff and are confident to explore their
surroundings and engage in the activities that are on offer. Children are respected for their
individuality and what makes them unique. Staff and leaders recognise that children start the
nursery with different starting points. They tailor children's learning and the activities to meet
the needs of individual children.
On arrival at the nursery and school grounds, children are greeted by warm and friendly
staff. There are a variety of dedicated areas for children to enjoy outside of their rooms.
These include a sensory room where children enjoy time away from the main rooms. A
stage, called The Imaginarium, is available for activities that enable children to express
themselves. Children enjoy their time in the outdoor areas. They develop their physical skills
and are supported by staff on the climbing frame. Babies enjoy walks in the vast grounds
filled with greenery.
Older children thrive from the vast range of activities and the resources that are available
within the school and nursery. They learn how to use computers and spend time in the
school library. Routines within the pre-school room are well planned and support children to
become ready for their next stage of learning, such as school. Children with special
educational needs and/or disabilities are supported well. They make steady progress in
relation to their starting points. Children develop a range of skills. They are becoming

Inspector:
Amy Whiting
About this setting
Unique reference number (URN): 2849300
confident communicators and increasingly independent in managing their personal care
needs, such as handwashing.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion Date
ensure the baby and toddler room is adequately
arranged and equipped to consistently meet the
individual needs of all children
15/05/2026
improve oversight of the baby room and how staff are
meeting the individual needs of babies and young
children
15/05/2026
implement routines and a key-person system that
meets the needs of all younger children and babies,
particularly for those children who are new to the
setting, to ensure their emotional wellbeing is prioritised
and supported effectively
15/05/2026
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs and/or
disabilities coordinator and parents 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
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.

Address:
The Mount School
3 Binham Road
Huddersfield
HD2 2AP
Type: Childcare on non-domestic premises
Registration date: 30/07/2025
Registered person: The Mount School Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Kirklees
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 April 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
22
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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