Edisford Day Nursery

Edisford Day Nursery
Unique reference number (URN): 2804242
Address: Edisford Primary School, Edisford Road, Clitheroe, BB7 2LN
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/08/2024
Registers: EYR
Registered person: Right Start Day Nurseries (Lancashire) Ltd
Inspection report: 5 June 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
Staff know children inside out as they passionately explain their unique personalities. Staff
are clearly invested in their roles to support the learning journey of each child, empowered
by dedicated leaders. Children are excellent communicators as their love for singing and
books develop their language skills. Mathematical learning, such as measuring, counting
and number recognition, are incorporated into fun games as children create their own
number soup.
Children are confident to explore their environments and are encouraged by staff to risk take
and problem solve. Children transfer these skills into all aspects of their play as they are
able to work together and be creative. Children with special educational needs and/or
disabilities are at the forethought of everything, and staff constantly reflect on how to support
them further. Children are achieving rapidly from baseline to their current stages of
development. This is due to staff ensuring a secure learning environment where children are
confident to take risks and learn.
Behaviour, attitudes and establishing routines Strong standard
Staff support children to form positive relationships. Staff model language to invite one
another to play using positive speech and body language. As a result, babies and toddlers
openly share spaces together as they splash in the water tray. Toddlers begin to initiate play
and actively involve the younger babies as they seek their peers out. For example, toddlers
hand babies sponges and paintbrushes and model sweeping motions. As older children
understand the sound of the triangle chiming to mean 'stop and listen', it is clear that
routines and strategies are consistent. This creates a safe environment for the children
where staff have carefully considered children's routines and opportunities to engage, and
children are confident to know what is expected of them.
Staff and leaders celebrate and praise children when they are kind and show empathy to
others. When conflicts arise, older children often have the language tools they need to solve
these, where staff model this language for younger children. For example, staff explain how
a child may be feeling as a result of not sharing and how we can help make them feel
happier. This means that children acknowledge their peers feelings. Children hear the
positive tones that staff use with one another and mirror this in their own use of language.
For example, children role play saying, 'Let's now use our kind hands.' Leaders are quick to
contact parents in the event of an unknown absence. Parents understand the benefits of
regular attendance and strive for their children to be there.
Children's welfare and wellbeing Strong standard
Behaviour at this setting is extremely positive as staff set high expectations. Children take
turns, show respect and make positive choices within play. The environment radiates
warmth and genuine care for one another as staff communicate with such respect. Leaders
build secure relationships with parents and families. As a result, difficult conversations are

able to be constructed in an empathetic and supportive way. Parents express how
'supportive and nurturing' the staff are. The key-person role is used effectively to form
secure bonds for each child. Therefore, children feel confident and able to seek comfort
from their key person when needed.
Preparation for transitions are carefully constructed. Pre-school children access the school
dinner hall to enjoy nutritious lunches alongside the key stage 1 children. This enables them
to understand a new routine and to familiarise themselves with the environment. Local
school uniforms feature in the role-play area as children explore and begin to imagine the
next stage of their educational journey. This means children talk excitedly about moving to
primary school as they feel ready and prepared. Babies and toddlers enjoy seeing familiar
faces. They spend breakfast time together each day as well as sharing the outdoor space.
This results in a smooth and successful transition from the baby to toddler room as staff,
parents and children are already so familiar.
Curriculum and teaching Strong standard
The curriculum is highly ambitious and carefully designed to meet the individual needs of all
children. Leaders and staff have a clear vision for learning, placing a secure emphasis on
developing independence, life skills and children's physical, social and emotional wellbeing.
They explain with confidence how the curriculum prepares children for future learning and
build on their skills needed to navigate everyday life successfully. Staff engage with high-
quality interactions and are committed to carefully tailoring their curriculum for differing
needs of the children. For example, staff consistently use a combination of speech, signing,
and now and next picture cards to communicate. Children naturally sign when singing and in
response to questions. Staff consistently ask open-ended questions that provoke further
thought. This challenges children's curiosity as it encourages children to experiment and
take risks. Younger children are encouraged to have a go as they cruise around furniture
and begin toilet training.
A love for books and songs is shared and celebrated as babies and toddlers enjoy stories
with comfort and cuddles. Babies enjoy singing and signing along to nursery rhymes during
snack times. Older children invite peers into a calming space to read and play with puppets
or explore their emotions. The curriculum focuses on physical development as children
explore the outdoor area. Babies are supported to walk around the garden with staff holding
hands with enthusiasm. Older children use their experience and knowledge to create large-
scale drawings, climb outdoor play equipment with confidence and express themselves
through water play. High-quality teaching is delivered in a way to support and challenge
children's next steps and intentions for learning. This is following the ambitious curriculum,
which is consistent. Leaders work hard to ensure that high-quality teaching and interactions
are embedded into everyday practice.
Inclusion Strong standard
Leaders are quick to respond and support effectively the emerging or changing needs of
children to make a remarkable difference. Highly effective communication between staff
ensures that children's progress is continually monitored, with any barriers to learning
identified and addressed at the earliest opportunity. Early intervention is carefully tailored to

meet individual needs, enabling children to thrive. Leaders and staff work seamlessly
together to devise and implement ambitious, targeted support plans that are consistently
reviewed and refined. Children receive consistency and are confident in knowing what is
expected of them. Children with special educational needs and/or disabilities or who may be
known to children's social care are involved in all aspects of learning. Staff carefully, but
quickly ensure that resources and adaptations are in place to support all children.
Children access a sensory circuit as part of the routine to allow additional opportunity for
specialised physical activity. The need for this support is identified early, enabling children
with special educational needs and/or disabilities, as well as those facing other barriers to
learning or wellbeing to better engage and learn within a busy environment. As a result,
children then learn and play when feeling ready and calm. This is consistent across the
setting. Leaders and staff work collaboratively together along with external agencies, such
as specialist teachers, to discuss strategies and implement these with effect. Through
leaders dedication to improvement, staff actively seek training opportunities to support new
ideas and enhance children's learning. Leaders and staff openly engage with parents and
families to enable secure partnerships for decision-making. Parents express how they feel
heard by the staff team.
Leadership and governance Strong standard
Leaders are clear and focused on the setting's strengths and areas that may require
improvement. They prioritise staff developing their knowledge and skill base as they provide
continual specialised professional development, for example supporting children with special
educational needs and/or disabilities (SEND) through specific training as well as working
with a specialist teacher. As a result, staff have then developed the provision to provide
dedicated spaces and resources to ensure tailored support. Through this development, the
environment provides a dedicated space for a sensory circuit to help children with SEND to
regulate and calm, which enhances their concentration and ability to learn.
Leaders further share and gain ideas from their sister settings. They work together
effectively to create an environment built on respect and genuine care. Staff report how they
feel listened to, supported and enjoy a positive work ethic through regular supervision
meetings. Leaders create secure and supportive bonds with parents, carers and families to
provide a real channel of support, especially families who may be struggling and, therefore,
harder to reach. Parents share glowing feedback about the setting as they describe the
'nurturing care, high-quality teaching and supportive staff'.
Leaders acknowledge and understand staff's wellbeing. They continually provide support
and regular check-ins to ensure that staff feel valued and are managing their workload
effectively. Leaders recognise when staff and parents may need further support and are
quick to signpost or provide opportunities to assist with this. Leaders are present, dedicated
and responsive, which creates a foundation for a strong and happy working environment.

What it's like to be a child at this setting
Children thrive within this setting. They flourish under the care and teaching of the staff and
leaders, as they are all clearly so excited to attend. As a result, children's attendance is good
and leaders are quick to acknowledge any unknown absences as they work effectively with
parents and families. Children are welcomed into a fun and exciting environment with such
warmth and care. The learning environment is ready for children to explore the range of
stimulating activities that have been so carefully planned. For example, a large-scale
dinosaur world fills a tuff tray where children enthusiastically explore the different textures
and engage in imaginative role play with the dinosaurs. Staff explain this is based on
children's interests. Children show confidence and determination as they build tall towers to
represent local landmarks. They naturally use mathematical language as they measure their
towers and share with one another how tall their castle is.
Staff celebrate each child as they sing the hello song, and ask questions about their journey
into nursery. This supports children's self-esteem as they are proud to discuss themselves
within the group. Children repeat the behaviour and language of staff. They show respect,
care and genuine happiness to one another. Children are supported by a secure leadership
and staff team where they are kept at the centre of everything. Leaders are swift in
identifying any barriers to learning, ensuring that all children are able to reach their full
potential.
Children access different aids, such as textured seats or fidget toys to support their attention
and listening. As a result, children are self-assured and confident when playing and learning
in the safe environment. Children are happy and confident and are so clearly valued. Staff
talk about each child with such passion and knowledge.
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 with leaders, managers, directors and practitioners 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

Inspector:
Rebecca Jones
About this setting
Unique reference number (URN): 2804242
Address:
Edisford Primary School
Edisford Road
Clitheroe
BB7 2LN
Type: Childcare on non-domestic premises
Registration date: 20/08/2024
Registered person: Right Start Day Nurseries (Lancashire) Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30
Local authority: Lancashire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 5 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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.

Total number of places
47
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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