Jubilee Nursery

Jubilee Nursery
Unique reference number (URN): 2863029
Address: Jubilee Family Hub, Lightowler Road, Halifax, HX1 5NB
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/09/2025
Registers: EYR
Registered person: North Halifax Partnership Limited
Inspection report: 17 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
All children make excellent progress across all areas of learning. They communicate
extremely well using speech and gestures to share their ideas, thoughts and feelings.
Children confidently take part in the nursery routine. They learn a range of useful and
lifelong skills. For example, during mealtimes and snack times, children confidently help
themselves to food. In addition, they enjoy pouring their own drinks. This helps them to
develop a range of skills and ensures that they are very well prepared for their next stage of
learning, such as school. Children learn how to keep themselves healthy, such as how to
brush their teeth and the importance of this.
Children with special educational needs and/or disabilities benefit from consistent support.
Through a range of stories and experiences, children learn about school. They are provided
with a broad range of opportunities to discuss how they are feeling about this transition.
Children learn skills such as how to focus their attention within large-group activities.
Children's welfare and wellbeing Strong standard
Leaders have created a safe, welcoming and calm environment for children and their
families. Their inclusive key-person approach is well established and highly effective in
supporting children to form secure attachments. This includes those who face barriers to
their learning and/or wellbeing. Parents commend staff on the level of care that they are
given as a family, stating they can speak to them if their child needs support. It is evident
that children's welfare and wellbeing is at the heart of the nursery.
Children develop warm relationships with kind, nurturing and dependable staff who know
them well. This approach gives children the ability to feel secure and content, often choosing
to sit on staff members' knees to read a story. These calm, affectionate interactions enable
all children to feel settled and be emotionally secure, creating a true and honest sense of
belonging.
Throughout snack, children and staff have open conversations about hygiene and healthy
eating. Staff support children to brush their teeth and teach them about oral hygiene. This
continuous conversation about self-care allows children to develop long-lasting healthy
habits.
Staff support children to understand their emotions. They use popular stories to help
children understand how they might be feeling. They support individual children, where
necessary, who may find it more challenging to express their feelings. Staff carefully work
with children and help them to regulate their emotions.
Inclusion Strong standard
Leaders and practitioners consistently make a positive difference to the opportunities and
experiences of all children. This is particularly apparent for disadvantaged children, those

with special educational needs and/or disabilities (SEND), those who are known (or
previously known) to children's social care and those who may face other barriers to their
learning and/or wellbeing. Staff use a range of detailed and precise assessment methods to
help them identify when children may require additional or specialist support. They work
closely with parents and external agencies to ensure that children's additional support needs
are identified at the earliest possible stage. This early and focused support contributes to
providing all children with the best start in life.
Those with oversight of supporting children with SEND have a robust understanding of
inclusive practice. They ensure that this knowledge is shared among the staff team. They
provide staff with continuous training, guidance and support that is focused on the individual
needs of children. This includes specialist training, when required, to support children with
specific healthcare needs. Inclusive practice is embedded throughout the provision. Staff
consistently use a range of sign language and visual aids to support children further in their
communication. Visual prompts empower children to navigate daily routines with confidence
and to communicate their needs and wishes effectively.
Staff support children in smaller groups or individually where required. They ensure that they
follow their own individual learning plans to support where needed. Leaders carefully
monitor these interventions to ensure that they are having a significant positive impact.
Leaders ensure that additional funding, such as the early years pupil premium, has been
used effectively. For example, they have bought specific equipment, such as mirrors, to
support some children's sensory experiences further.
Leadership and governance Strong standard
The leadership and governance of the nursery is robust. Leaders demonstrate a clear
understanding of the nursery's strengths. They have detailed development plans in place,
including creating new spaces to further enhance their work with small groups, for example
for children with special educational needs and/or disabilities or children who thrive in
smaller groups. Their commitment is evident through their rigorous approach to staff
coaching and training. For example, at a recent training day, leaders ensured that staff
attended workshops relevant to their role. This included supporting staff to understand
children's behaviour and further enhance their role as a key person. This provided staff with
more confidence in their role.
Leaders consistently build positive rapport with parents and families. Parents praise leaders
on their ability to seek advice, guidance and support. Leaders seek the views of parents to
help contribute to their ongoing development plan. Staff work with a wide range of other
professionals, such as home visitors and social workers. This ensures a joined-up approach.
Staff share information with other settings that children attend, including sharing detailed
reports when children move to school. This helps to create consistency as children move
between settings.
Staff are happy in their role and report high levels of wellbeing. They feel valued, heard and
supported by the leadership team. Leaders have been highly proactive in seeking staff's
views when consulting on changes to the nursery. Staff have valued the opportunity to share

Expected standard
what they feel could be improved. Leaders ensure that staff, especially those in leadership
roles, have a manageable workload.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff support and encourage positive behaviour. Children have formed positive
relationships with staff, who act as effective role models throughout their interactions. Any
incidents of negative behaviour are typically addressed quickly and appropriately. Staff are
aware of children who may require further support. They support them to self-regulate in a
way that is appropriate to them. Staff support some children through the use of visual aids,
which helps their understanding. Children display positive attitudes towards their learning as
they become engaged in a range of activities.
Routines are typically well planned in the setting. For example, children understand the
routines at mealtimes and snack times. Children confidently enter the setting and
understand the routine of finding their own peg for their coat. However, some transitions are
not as well planned. For example, when some children leave to go home, all children are
required to pause their learning and sit on the carpet. This means some children are not
clear on what they should be doing next and causes some low-level disruption and some
unwanted behaviours.
Leaders understand the importance of regular attendance. They support parents to ensure
that children attend their planned sessions and encourage them to be punctual for these.
This supports families to understand the value of attendance and punctuality and help to
establish routines.
Curriculum and teaching Expected standard
Leaders have a clear understanding of the curriculum. They ensure that this is implemented
effectively across each of the rooms. Staff and leaders have identified the skills and
knowledge they would like children to learn over time. For example, they would like children
to develop their listening and attention skills. Staff do this in a range of ways, such as
through rhymes and books. Children show high levels of excitement as staff read stories.
Staff plan a range of activities to develop children's physical skills. For example, staff
support children to use spray bottles and tweezers in activities. They are carefully planned
around well-known stories that help to spark children's interests and imagination. Children
enjoy using a range of tools in the play dough. This helps to develop children's fine motor
skills. Activities planned are meaningful and well thought out. However, there are times
when all children's learning is interrupted, for example during times of transition, such as the
crossover of sessions. This means children do not consistently become deeply engaged in
their learning.
Activities are planned to ensure that they are suitable and inclusive for all children, including
those with special educational needs and/or disabilities. Staff use visual aids and images

throughout the day. This supports all children, including those whose communication skills
are still developing, to understand. They model words back to children to support them to
hear the correct pronunciation. This also supports children who speak English as an
additional language and children who need further support with communicating.
What it's like to be a child at this setting
Upon arrival, children and their families are welcomed by warm and friendly staff. Children
are safe and have a true sense of belonging within the nursery. They form secure
relationships with the staff through a well-established and effective key-person approach.
These positive relationships allow children to thrive, whether this is through praise, comfort
or support given. Children smile, laugh and cheer as they play together and seek the staff to
join in with their experiences.
Children develop a range of social skills. Mealtimes are sociable occasions in which children
discuss what they are eating and share experiences about their day. Children are
developing in confidence when communicating with their peers and adults. Children with
special educational needs and/or disabilities, those who are known (or previously known) to
children's social care and those who may face other barriers to their learning and/or
wellbeing are particularly well supported. These children make particularly good progress in
relation to their starting points.
Children's abilities, cultures and prior experiences are celebrated within the daily routines
and activities. Children enjoy their time at the nursery and are developing positive attitudes
towards their learning. Children are proud of their achievements. For example, children are
delighted as they use the spray bottles to make marks. They are confident to explain what
feeling each of the colours represents. This supports children to begin to recognise and
label a range of emotions.
Children are well prepared for their next stage of learning, such as school. They enjoy
stories about schools and have visits from their new teachers. Equally, children are well
supported as they move through the nursery to a new room. Children's regular attendance
and punctuality are promoted.

Inspector:
Amy Whiting
About this setting
Unique reference number (URN): 2863029
Address:
Jubilee Family Hub
Lightowler Road
Halifax
HX1 5NB
Type: Childcare on non-domestic premises
Registration date: 30/09/2025
Registered person: North Halifax Partnership Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30
Local authority: Calderdale
Facts and figures used on inspection
Next steps
Leaders should refine the routines to ensure that children's learning is not interrupted,
helping their understanding of what is happening next and consistently supporting their
engagement.
About this inspection
The inspector spoke with leaders, parents, children 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.

This data was available to the inspector at the time of the inspection.
This data is from 17 June 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
52
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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