Laugh and Learn Day Nursery

Laugh and Learn Day Nursery
Unique reference number (URN): 2759601
Address: Ground Floor, Great Eastern House, Junction 7 Business Park, Wakefield Road, Leeds, LS10
3DQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 10/11/2023
Registers: EYR, CCR, VCR
Registered person: Laugh and Learn Childcare Yorkshire ltd
Inspection report: 18 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected 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.
Behaviour, attitudes and establishing routines Expected standard
Staff act as positive role models for the children and manage children's behaviour in a calm
manner. They use explanations appropriate to children's age and stage of development. In
the pre-school, staff talk to children about different situations and what they would do.
Children understand that some behaviours are not kind and they learn about how their
actions can impact others. They learn about responsibility as they take on different tasks
during daily routines. They clear away and tidy up after meals. They work collaboratively and
show care and concern for one another. For example, they offer support to their friends and
demonstrate how to use the water dispenser when they see their friends having difficulty.
Typically, children have positive attitudes to learning. Children in the pre-school persist and
concentrate well on tasks. They enjoy setting themselves different challenges. Outdoors,
they set a goal to reach the end of a balance beam without falling off. They concentrate well
and persevere until they successfully complete this task. Children in the pre-school are
inquisitive and enjoy learning how things work. They regularly recall and share experiences
of previous events or activities.
Leaders ensure that parents are aware of the importance of regular attendance and
punctuality and follow up on any absences with parents.
Inclusion Expected standard
Overall, leaders and staff create an inclusive environment, where children's individuality is
celebrated and valued. Staff gather key information about children and families as part of
the settling-in process and quickly identify any barriers to children's learning that need to be
considered.

Needs attention
Staff gather information about the different languages spoken at home. Staff ensure they
use key words to be able to communicate and assist children in making their needs known.
Staff also support children to develop confidence in their communication skills as they learn
to speak English.
Leaders and staff ensure there is targeted support in place for children with special
educational needs and/or disabilities. Partnership working with parents and other
professionals is well established and ensure clear plans are in place for children. Leaders
and staff ensure these are regularly revisited and considered, helping to ensure any gaps in
learning do not widen further.
Typically, funding is used well to ensure staff receive suitable training to be able to support
children and meet their varying needs. Staff use a variety of approaches to support children
in their learning and development and to aid communication. These include the use of visual
aids to help children anticipate routines, what is happening next and to help children
effectively communicate their needs and wants.
Achievement Needs attention
Children engage in creative activities. During a planned painting activity, young children mix
different coloured paints together. However, their exploration of how colours change is not
consistently supported through modelling and interaction. Children show little interest in
response. Outside, younger children enjoy going on a 'bear hunt' and enjoy 'stomping'
around. A woodlouse sparks their curiosity and they lay on the ground to watch it before
putting it in a bowl of soil. However, staff do not build on such things that capture their
interest to extend their learning. Children with special educational needs and/or disabilities,
including those with barriers to learning, do, however, receive the necessary support to
enable them to make positive progress from their starting points.
Babies roll balls down guttering and watch with anticipation as staff say, 'ready, steady, go'
before watching it follow a route. Children in the pre-school regularly ask questions. They
are curious and enjoy learning about the butterflies they have cared for since they were
caterpillars. They discuss which fruit they should cut up for them, asking if butterflies would
eat the peel of an orange. They talk with excitement about the life cycle of a butterfly,
recalling what they have learned. They name the different parts of the butterfly, pointing to
where the antennae and legs are, before asking if butterflies have ears.
Children's welfare and wellbeing Needs attention
At times, routines are not effectively managed to fully support children's welfare and
wellbeing. Staff do not regularly offer water to babies and do not fully consider the need to
do so. Babies wait for long periods of time when getting ready to go out to play. They wait
until everyone is ready and become increasingly unsettled during this time. On occasions, a
lack of communication between staff results in them not being clear who is attending to
which children's needs. For example, some staff place children in high chairs unaware that

they have just woken from their sleep and these children then show a lack of interest in their
food. Staff can be seen to wipe young children's noses from behind and this startles them as
they do not anticipate such actions. Additionally, at times, communication between staff is
not as effective as it could be. Staff do not always tell others when they are leaving the area
to complete tasks and this can mean staff are not always effectively deployed to best
support the children. However, their safety is not compromised.
All children spend time outdoors in the fresh air on a daily basis. They take part in a range of
activities that enable them to build their stamina and to physically challenge themselves. In
the main, meals are healthy and nutritious. However, consideration has not been given to
the regular inclusion of dried fruit as a snack, which should only be provided as part of a
meal in line with the current nutritional guidance.
Staff understand and follow safer sleep guidance and appropriate hygiene measures, when
changing nappies. Staff support children in the pre-school room to become increasingly
independent in their personal care. For example, staff encourage children to have a go at
putting on their coats and shoes and offer support and encouragement. Staff help children to
build these skills overtime, so that when they go to school they can manage their personal
needs without needing support from an adult.
Curriculum and teaching Needs attention
Leaders understand what high-quality teaching and an ambitious curriculum looks like in
practice. Some action has been taken to improve the curriculum and teaching, but this is still
in the early stages and is not yet having an impact consistently across the setting. Staff are
not always clear what they want the youngest children to learn and be able to do, or the
order in which they will teach this. However, staff working with children with special
educational needs and/or disabilities and those with barriers to learning, are more targeted
in their approach. They demonstrate how they ensure children acquire the necessary skills.
Leaders arrange specific training for staff around teaching and learning but this is yet to
have an impact consistently across the setting. The environment, particularly outside, is not
always set up to actively support the youngest children's next steps in learning and to
provide a curriculum that is ambitious.
Leaders have started to look at how they can make the indoor environment more conducive
to learning. It is a large open space and the level of noise is a factor that needs to be
considered to support children's communication and language skills. Leaders understand
this and look at different ways in which they can address this. Areas where children can rest
and relax are incorporated into the play environment. Staff in the pre-school manage the
children's excitement well. When children all want to talk and share their ideas, staff remind
them of the importance of taking it in turns to speak so that everyone can be heard. This
helps to develop children's listening and attention skills and aid communication. They also
remind them to be mindful of the younger children close by and not to speak too loudly.
Leadership and governance Needs attention
Leaders do not yet have effective procedures in place to ensure the curriculum is ambitious
for all children across the setting, with particular regard to the youngest children. Interactions

are not consistently high quality across all age groups.
Since the last inspection, leaders have focused on the previously identified areas for
improvement. They recognise there are still areas that need developing and have an
accurate understanding of the strengths and what they want to improve going forward.
Leaders support staff to attend training and all staff have recently attended safer eating
training. Leaders follow up on this training and observe lunchtime practice. They intervene
as necessary to offer gentle reminders to staff about where they should sit during mealtimes
so they can clearly see all of the children. They refer staff back to the recent training and
how to ensure they implement this in practice.
Policies and procedures include the required information and leaders work with other
professionals to drive improvement. Leaders seek feedback from parents and staff about
what they feel is working well and where improvements need to be made.
Leaders are mindful of staff wellbeing and develop initiatives to recognise and celebrate staff
contributions and to acknowledge their hard work. This helps staff to feel valued and builds
morale and team spirit.
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
Overall, children enjoy their learning but the quality of the curriculum and children's
experiences are variable across the setting. This means that some children do not
consistently benefit from high-quality interactions and teaching across all areas of learning.
However, children with special educational needs and/or disabilities, including those with
barriers to learning, receive consistent support from staff. For these groups of children,
interactions are well considered and children receive targeted support to ensure gaps in
learning continue to narrow. Generally, children's needs are met but routines are not always
consistently effective and well considered across the nursery. This includes babies' regular
access to water and healthy snack options.
A love of books is encouraged. Children of all ages enjoy sharing stories and looking at
picture books with staff and their friends. Children develop trusting bonds with their key
person and well-thought-out settling-in procedures help with this. Children learn about how
to care for their environment and why this is important. They talk of how they need to tidy up
after snack time so that the tables can be used for their other activities. They explain the
reasons why they tidy away resources after they have finished with them. For example,
children explain if they put the resources back after finishing with them these will then be
available for their friends to play with too. This knowledge helps them to make informed
choices and understand how the decisions they make impact on others around them and
their environment.
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following actions by the assigned date:

Inspectors:
Annette Stanger
Miriam Caldecott
About this setting
Unique reference number (URN): 2759601
Address:
Ground Floor, Great Eastern House
Junction 7 Business Park, Wakefield Road
Leeds
LS10 3DQ
Type: Childcare on non-domestic premises
Action Completion Date
ensure the curriculum is ambitious for the youngest
children and interactions are consistently high quality to
stimulate children's curiosity
08/06/2026
ensure leaders must have clear measures in place to
monitor the quality of children's learning and
development experiences so that they are consistent
across the setting
08/06/2026
ensure the organisation of mealtimes meets younger
children's needs and ensure that babies have access to
water. Leaders must have regard to the early years
foundation stage nutrition guidance and ensure they
provide healthy snacks for children
25/05/2026
About this inspection
The inspectors spoke with leaders, staff, children 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.

Registration date: 10/11/2023
Registered person: Laugh and Learn Childcare Yorkshire ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Leeds
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 18 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
100
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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