Goose Hill Private Day Nursery

Goose Hill Private Day Nursery
Unique reference number (URN): 2791463
Address: 18 Goose Hill, Heckmondwike, WF16 9EE
Type: Childcare on non-domestic premises
Registered with Ofsted: 22/07/2024
Registers: EYR, CCR, VCR
Registered person: Goose Hill Private Day Nursery Ltd
Inspection report: 27 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 typically make continuous progress across all areas of the curriculum. They are
prepared for their next stage in learning. For example, babies and toddlers are ready to
move to the next room. Pre-school children are well prepared for school. Disadvantaged
children and those with special educational needs and/or disabilities progress well from their
starting points. Children have opportunities to access experiences they may not otherwise
have, such as dance lessons and 'zoo' visits to the setting. Children show an interest in
early reading. They sound out letters and blend sounds together to create words. Children
show good knowledge of letter ordering, such as knowing capital letters appear at the start
of sentences. Children retell fairy tales with confidence by re-enacting scenes in the outdoor
area. They build friendships and seek out others to join in their play. For example, children
excitedly sing and dance to familiar songs together. This supports children's personal, social
and emotional development.
Behaviour, attitudes and establishing routines Expected standard
Staff develop solid relationships with children. They act quickly to support children's
emotional wellbeing. For example, they use calm approaches to promote positive behaviour.
Staff teach children to be kind to others, and children play happily alongside one another.
Leaders support staff to adapt their approach to managing behaviour and adjust
expectations based on children's age and understanding. Staff regularly communicate with
parents to ensure behaviours are managed consistently between the setting and home. This
supports children's wellbeing even further.
Children have a positive attitude towards learning and are motivated to explore. They
particularly enjoy playing in the outdoor area where they are engaged and active. Older
children play with younger children. They are kind and share resources and equipment fairly.
Children seek out others to extend their play. For example, when wanting to play on the see-
saw, children find others and invite them to join. Children respond enthusiastically to praise
from staff.
Leaders ensure routines are consistent and children know what to expect and when.
Children tidy up after themselves and clear their plates after mealtimes. Staff monitor
attendance and promote regular attendance for all children. They are flexible based on the
circumstances of individual families. This promotes a sense of belonging and consistency
for children.
Children's welfare and wellbeing Expected standard
Children form secure attachments to the staff at the setting. They have strong bonds with all
of the staff, not only their key person. The environment is welcoming and inclusive and staff
reflect on this to ensure that all children are able to safely access learning opportunities.
Routines are adjusted to promote emotional wellbeing. Babies' sleeping and eating routines
are personalised to provide consistency. Children attend settling-in sessions when they first

start, which are bespoke to each child's needs. Staff are flexible with parents to ensure
children feel safe and secure in their care.
During mealtimes, children show independence when pouring their own drinks and clearing
their plates. The youngest children are encouraged to use cutlery and open-lidded cups to
develop their independence. Menus are healthy and are inclusive of the variety of cultures of
families that attend the nursery.
Staff are supportive and caring when children show disappointment. They discuss how
children are feeling by labelling emotions and modelling techniques to calm emotions.
Children, including those facing disadvantage and children with special educational needs
and/or disabilities, are supported to understand their emotions and develop skills to begin to
self-regulate when needed.
Curriculum and teaching Expected standard
Leaders have created an ambitious and sequenced curriculum. It is balanced and develops
all areas of learning. Staff focus on younger children's core skills, such as communication,
physical skills and social development. As children progress through the setting, the focus
extends to mathematics and literacy. Leaders regularly evaluate the effectiveness of the
curriculum and adapt this to suit children's needs. Staff regularly adapt teaching and make
appropriate adjustments to ensure children with special educational needs and/or disabilities
can access the curriculum.
Staff use stories and songs to introduce new vocabulary to children. They use sign language
and visual aids for children who struggle to communicate verbally. However, staff do not
always check children's understanding of new vocabulary for them to be able to use it
independently and accurately.
Babies develop physical skills through independent exploration. In the baby room, younger
children pull themselves up to standing on age-appropriate resources. Toddlers mould and
manipulate dough to create minibeasts. This builds strength ready for early writing and
develops their imagination. Pre-school children draw and paint. They show pride in their
work and spend long periods focused on activities. This shows activities are engaging for
children.
Inclusion Expected standard
Leaders have effective systems in place to identify any children who may need tailored
additional support. They prioritise inclusion and ensure that all children access intervention if
needed. Leaders and staff gather information from parents/carers about children's
development when they start. This means that staff are able to monitor progress closely and
intervene at the earliest opportunity.
Staff work closely with a variety of professionals to support both children and their families.
They are proactive in welcoming a range of agencies into the setting, who provide targeted
support to ensure all children are fulfilling their potential. Staff consistently assess children's
progress and adapt their approach to suit the needs of the children in their care. Leaders
also give staff opportunities to undertake additional training based on the needs of the

children. For example, staff are currently completing speech and language and sign
language training in order to develop communication skills.
Leaders adapt their support based on children's needs. For example, funding such as early
years pupil premium is used to give children experiences they may not otherwise have, such
as attending local dance classes to build on their physical skills. However, these
experiences are not always tailored to children's individual needs and next steps.
Leadership and governance Expected standard
Leaders have an accurate understanding of the setting's strengths and areas for
improvement. They reflect well and make decisions that benefit children's progress and
development. For example, they have introduced a sensory space for children to use when
navigating difficult emotions or needing a quiet space. Leaders are in the process of
improving the outdoor space to ensure children can build their physical skills, as many
children are unable to access garden spaces.
Parent partnerships are a key strength of the setting. Information is shared about children's
development and ideas for continuing learning at home. This provides continuity in children's
learning at home and at the setting. Staff signpost families to access support if needed.
Parents particularly comment on the 'family' feel of the setting.
Leaders create relationships with a variety of agencies outside of the setting. They are
efficient in requesting advice to support staff to increase children's overall development. This
means that children with special educational needs and/or disabilities make good progress
from their starting points at the setting. They thrive alongside their peers.
Staff report feeling well supported. They can access additional training to improve their
practice. Leaders consider staff workload when making decisions about the setting. Staff
who are completing qualifications feel supported and staff retention is high. This means
children feel safe and secure with regular and well-known staff members. Leaders have an
open-door policy and this is reflected in the positive working environment.
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 settled and happy, and they feel safe and secure at this welcoming setting.
They are confident during arrival as nurturing staff greet them to begin their day. Staff
carefully consider children's interests to ensure opportunities are available for them to
choose to explore. This makes children feel valued.
Babies laugh with excitement when exploring the outdoor area. Staff interact warmly with
them and encourage sharing and turn-taking when pushing each other on a swing. They
carefully explain how to remain safe while standing back. This helps even the youngest
children begin to understand boundaries. Babies seek out staff regularly for reassurance,
which they willingly give. This helps them feel safe and confident when exploring.
Toddlers develop their imagination and physical skills on the outdoor bridge. They work
together to create an obstacle course. Children show patience and care when taking it in
turns to balance and climb. They explore other areas with curiosity, for example using
vehicles to dig or rolling hoops to see how far they will go. Staff encourage children to
develop their own ideas by challenging them, such as rolling a hoop up the hill instead.
Children enjoy exploring cause and effect by pouring water through tubes and manoeuvring
these to see how much faster the water will move.
Older children enjoy mark making using different materials. They choose to sit together and
share materials. Once finished, they tidy their resources away, showing a good
understanding of rules that are in place.

Inspector:
Abby Clarkson
About this setting
Unique reference number (URN): 2791463
Address:
18 Goose Hill
Heckmondwike
WF16 9EE
Type: Childcare on non-domestic premises
Registration date: 22/07/2024
Registered person: Goose Hill Private Day Nursery Ltd
All children, including those with special educational needs and/or disabilities, are supported
to make good progress. Staff know children well and use this information to support children
to overcome barriers, such as developing their communication skills. Staff introduce
alternative ways to support children, such as using sign language and visual aids to ensure
all children are given the chance to learn.
Next steps
Staff should develop children's understanding of vocabulary to ensure they make
progress at even higher level.
Leaders should ensure additional learning experiences are more precisely linked to
children's individual needs.
About this inspection
The inspector spoke to parents and carers, children, leaders, the special educational needs
coordinator and staff 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.

Register(s): EYR, CCR, VCR
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 27 May 2026
Children numbers
Age range of children at the time of inspection
0 to 11
Total number of places
85
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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