URN 2782253 · Inspected 2026-05-06 · Published 2026-08-03 · Inspector: Victoria Gamble
Sowerby Bridge Day Nursery Unique reference number (URN): 2782253 Address: 8-10 Victoria Road, Sowerby Bridge, Halifax, HX6 3AE Type: Childcare on non-domestic premises Registered with Ofsted: 23/02/2024 Registers: EYR Registered person: Sowerby Bridge Day Nursery LTD Inspection report: 6 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. Strong standard Achievement Strong standard Children achieve consistently well across the carefully sequenced curriculum, supported by effective teaching. Communication and language are prioritised from the earliest stages, with children confidently using ambitious vocabulary throughout their day. Children are supported in play with well-timed comments and questions to extend language, offering praise and encouragement to build confidence. Barriers to learning are removed at the earliest opportunity, including for children with special educational needs and/or disabilities, to improve outcomes. Every child can participate fully, with routines and teaching being adapted and individual plans followed closely to meet the needs of all children. This is reflected in children's increasing confidence, sustained engagement and willingness to take on new challenges. Children form positive relationships with their peers and mirror the positive language modelled by staff. For example, while using the rope swing, children wait patiently and safely for their turn, encouraging and supporting one another during play. By the time they leave, they are confident, capable learners, who are well prepared for the next stage in their education, including school. Behaviour, attitudes and establishing routines Strong standard Leaders and staff set exceptionally high expectations for behaviour, resulting in children's behaviour and attitudes being exemplary. Staff use inclusive, consistent approaches to behaviour and routines, ensuring every child feels supported, respected and able to develop positive attitudes to learning. Children flourish in a respectful, calm and purposeful environment, where routines are firmly embedded, expectations are clear and adults consistently model kindness, respect and empathy. Staff build warm, trusting relationships with children, helping them to feel safe, valued and secure. This supports children to develop a sense of belonging and become confident, resilient and motivated learners. The atmosphere throughout the setting remains calm and cohesive across the day, contributing significantly to children's excellent conduct and positive attitudes to learning. This calm atmosphere is especially evident at mealtimes. Children sit together sociably, engaging in conversations about their food while following familiar routines with increasing independence. Toddlers confidently wipe their faces, wait patiently to hear their names and place their cloths into the wash basket before settling calmly for sleep. Staff encourage children to take appropriate risks and develop patience and resilience, for example, when waiting for their turn on climbing frames or rope swings. Children demonstrate positive attitudes towards one another, showing kindness and offering support to their peers when needed. Leaders work closely with parents to promote regular and punctual attendance, helping children to develop secure routines. As a result, children behave well, feel valued and develop firm foundations for lifelong learning. Children's welfare and wellbeing Strong standard Children's welfare and wellbeing are at the heart of practice. The setting is safe, calm and welcoming, helping children settle quickly and develop a deep sense of security and belonging. Staff know each child extremely well and respond sensitively to their individual needs, offering reassurance, close support or space as required. These secure relationships ensure children feel emotionally safe and confident to explore. Children develop independence in their self-care routines, such as washing their hands and managing personal hygiene. They learn about balanced food choices through a well-planned menu that encourages them to try new foods. Leaders and staff make purposeful use of their own woodland area, the 'Wonder Wood' and the local community to enrich children's learning experiences. Walks along the canal and visits to the park provide valuable opportunities for babies, toddlers and older children to develop their balance, coordination, core strength and gross motor skills. Staff teach children how to move safely across uneven surfaces and climb with increasing control and confidence. This supports children's physical wellbeing while also helping to build their resilience, confidence and independence. Children gain increasing independence in daily tasks and show pride in their achievements. Parents value the clear daily communication, personalised induction procedures and supportive settling-in process, which help them feel well informed about their child's care. Robust procedures, vigilant staff and regularly reviewed risk assessments ensure children are protected and able to thrive. The setting promotes inclusive welfare and wellbeing by ensuring every child feels safe, valued and supported, with their individual needs recognised and met through nurturing, consistent practice. Curriculum and teaching Strong standard Leaders have developed a broad and ambitious curriculum that promotes children's curiosity, exploration and meaningful progress across all areas of development. Staff provide consistently high-quality teaching that supports all children, including those with special educational needs and/or disabilities and those who face additional barriers to learning or wellbeing. For example, staff lead small-group activities and targeted interventions that build children's communication, confidence and independence. This ensures every child is fully included in the curriculum and able to make rapid progress from their starting points. Communication and language are prioritised through language-rich interactions, with staff modelling ambitious vocabulary and giving children time to practise and embed new words. Babies enjoy sensory experiences, such as play dough, which support their physical development and early gross motor skills. Staff use the outdoors and the natural environment extremely well. They support children in developing coordination, agility, core strength and fine motor skills. Staff demonstrate how to use mud and water to mould cocoons, sparking meaningful conversations about life cycles and the natural world. Staff plan rich, engaging book-based activities that deepen children's understanding and nurture a genuine love of learning. Children eagerly take part in simple science experiments, using pipettes and vinegar to create fizzing reactions that spark curiosity and encourage exploration. Staff use purposeful, well-judged questioning to assess what children know and to extend their thinking with precision. They monitor progress closely, setting clear, individual targets that are shared with parents, ensuring children build securely on their knowledge and skills over time. The 'Wonder Wood' has been specially designed by leaders and carefully planned to make the most of their forest school ethos. Due to the supportive leadership team's inspiring vision, alongside the caring and consistent practice of staff, the curriculum is broad, balanced and carefully sequenced. It provides children with the knowledge, skills and experiences they need to support their future learning, development and overall wellbeing. Inclusion Strong standard Leaders create a robust culture of inclusion that ensures every child is well supported. The identification of children's needs is swift and begins from the moment they start at the setting. Staff gather a wealth of information from parents and, where appropriate, other professionals. They develop a clear understanding of what children know and can do, their health needs and any barriers to learning. Leaders' expert knowledge is shared effectively with staff, enabling them to identify needs early and adapt their practice accordingly. Staff monitor and evaluate children's progress rigorously, working in close partnership with parents to ensure that targets are precise and support children to make secure progress. Leaders' secure understanding of additional funding ensures it is used purposefully, for example, to secure specialist equipment or targeted interventions. They have implemented well-designed programmes that effectively strengthen children's communication and early language skills, helping children to build confidence in expressing themselves and supporting their overall development. Staff support parents through regular meetings, where they engage in open and honest discussions and share important information about children's development and care. This helps parents to feel listened to, valued and fully involved in their child's learning. It also ensures that staff and parents work together with a shared understanding, resulting in consistent support between home and the setting and helping children achieve the best possible outcomes. Leadership and governance Strong standard One of the setting's key strengths is leaders' unwavering commitment to providing high- quality, fully inclusive care and education. Leaders strive for continuous improvement and respond skilfully to the unique needs of children and their families. They set a clear and ambitious vision that is shared and understood by all staff. Together, they evaluate practice effectively and identify precise priorities for improvement. Leaders value their staff highly and go above and beyond to ensure they are supported, both within and beyond the setting. They provide regular, targeted training and coaching, which strengthens staff expertise and improves outcomes for all children, including those who face barriers to learning. Workload is monitored carefully, and leaders act proactively to promote staff wellbeing. Leaders also benefit from opportunities to develop their own skills, such as working with the local authority and training providers to strengthen apprenticeship programmes. Staff report receiving extensive support and frequent opportunities to develop new skills and further their professional growth. They speak very highly of the leadership team's hands-on, caring approach. Leaders actively seek feedback from parents to drive improvement and prioritise support for families, who may need additional help. For example, they organise parent meet-ups to help parents connect with others in the community. This consistent, relationship-centred approach strengthens children's development, ensures parents feel valued and respected and contributes to a motivated, professional staff team, whose practice has a highly positive impact across the setting. What it's like to be a child at this setting Children are welcomed into a warm, nurturing environment, where they settle quickly and thrive. Staff create a calm and comforting atmosphere that reflects the setting's ethos, enabling children to become confident, motivated learners. Leaders and staff work effectively to remove barriers to learning and promote children's wellbeing, resulting in an inclusive and highly supportive environment. The importance of regular attendance is communicated clearly, strengthening the partnership between home and the setting. Staff get to know children and their families well and go above and beyond to provide the care and support they need, helping children to form secure attachments. As a result, children are happy, emotionally secure and ready to learn. Babies have use of a range of bespoke, carefully selected resources and move confidently around the room. They play in the sand using scoops and staff model rich and varied language to help support early communication skills. Children have daily access to 'The Wonder Wood', a short walk from the setting. They show a secure understanding of routines and expectations as they walk to and from the woodland area. Once there, children immerse themselves in meaningful outdoor learning. They confidently use rope swings and grass sledges, demonstrating an increasing ability to assess and manage risk independently. Children eagerly search for bugs beneath rocks, discussing their features and characteristics with curiosity. In the mud kitchen, they use mud creatively to make insects while listening attentively to stories. They also grow their own produce and use it in cooking activities over the fire, deepening their understanding of the natural world and healthy lifestyles. Children demonstrate high levels of independence from a young age. They confidently wipe their hands and faces after lunch, before independently preparing for sleep routines. Staff support children well at mealtimes, engaging them in conversations about the foods they are eating, including proteins, vegetables and fibre, helping to promote healthy lifestyles. Children are attentive and respectful towards one another, contributing to the calm and positive atmosphere within the setting. Children feel valued at the setting and are treated Inspector: Victoria Gamble About this setting Unique reference number (URN): 2782253 Address: 8-10 Victoria Road Sowerby Bridge Halifax HX6 3AE Type: Childcare on non-domestic premises Registration date: 23/02/2024 Registered person: Sowerby Bridge Day Nursery LTD Register(s): EYR Operating hours: with respect and kindness. They know what is expected of them due to positive role models, which ensures they feel safe, confident and ready to learn. Next steps Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing. About this inspection The inspector spoke to leaders, staff, the special educational needs coordinator, parents and carers 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. Local authority: Calderdale Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 6 May 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 77 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. 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