URN 2859222 · Inspected 2026-06-18 · Published 2026-08-20 · Inspector: Jane Mumby
Todmorden Nursery Unique reference number (URN): 2859222 Address: Todmorden Community College, Burnley Road, Todmorden, OL14 7BX Type: Childcare on non-domestic premises Registered with Ofsted: 30/09/2025 Registers: EYR Registered person: North Halifax Partnership Limited Inspection report: 18 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. Expected standard Achievement Expected standard Children achieve well from their initial starting points. They communicate effectively with each other, sharing their thoughts, ideas and needs well. Children form positive relationships with each other. Staff are vigilant to any small disagreements and join children in their play to provide guidance when needed. They model turn-taking skills and deliver clear and consistent messages about behavioural expectations so that children learn how to engage well with others. Staff help children collaborate and work together, highlighting how fun and effective it is when they do so. Children follow routines with minimal reminders. They enjoy engaging in small-group activities led by staff, as well as directing their own play during less structured times. They are very independent, serving themselves at mealtimes using a large spoon. These skills help children to be well prepared for the next stage in their early education. Children with special educational needs and/or disabilities receive tailored support and teaching to help them develop. Their achievements are celebrated with enthusiasm and shared with families. Children develop confidence through making their own choices and become resilient when faced with challenges, supported skilfully as they learn new skills. Behaviour, attitudes and establishing routines Expected standard Children are polite and considerate of others. They spontaneously find an additional baby doll so other children can join in bathing them in a water tray. This kindness is rewarded with praise from staff, and children respond with a beaming smile. It contributes to an amicable atmosphere at the nursery where children feel safe. Children are supported to work together and collaborate. They share a basket of mirrored tiles, working together to create one model. Staff explain to children how much fun it is when children interact positively and the benefits involved in working together. This reinforcement helps children to implement this approach in the future. Children demonstrate the strength of their relationships with staff as they follow complex instructions and interact with them in play. Children take account of what staff are telling them and learn through watching them communicate calmly with each other. Children's individual needs are met well and accommodations are made as required to help them thrive in a busy environment. For example, children who are tired are supported to sleep when it is most appropriate to them, rather than at a certain time. Children's attendance levels are positive, which helps them to understand the routines and boundaries in place at nursery. Children's welfare and wellbeing Expected standard Care practices meet children's needs effectively. When children wake from a sleep, caring staff offer cuddles while the children adjust in their own time. Nappy changing is supported by using objects to indicate what is happening next. This helps prepare children for change, which they are then more able to manage. There is an effective key-person system in place, and relationships between children and staff are positive. This contributes to children's high levels of wellbeing. Staff label different emotions to help children gain an understanding of how they are feeling at different times and teach children how to manage any overwhelming feelings successfully. There are numerous opportunities for children to learn about making healthy life choices. Meals are nutritionally balanced, and staff share recipes with families who want to cook the same food at home. Allergies are managed well, with clear details on display and robust systems in place to ensure these are met. Children learn to manage risk-taking as they climb and cross physical structures. There are effective systems in place to support children and their families when children begin weaning and toileting. Staff share information with parents about how to approach these so that children can make the transition positively. Procedures for safer sleeping are well embedded, and staff remain vigilant to children's safety. Other procedures implemented by the nursery include at mealtimes, when children are seated appropriately and supervised closely. Curriculum and teaching Expected standard Leaders and staff have high expectations of all children. They have a clear understanding of what they want children to learn, and they deliver a curriculum that is broad and well sequenced. Learning opportunities are varied and plentiful, sparking children's interests. Children develop a 'can-do' attitude, using small dustpans and brushes with great skill and coordination. These activities help to develop children's physical skills. Children are highly motivated to blow bubbles while holding a wand and are delighted when a bubble forms. This supports development of a positive self-image. Staff label different feelings and are patient with children who are learning how to manage their own emotions. They offer advice and strategies as children navigate this important aspect of their wellbeing. To help children become accomplished communicators, small intervention groups are delivered on a targeted basis. Children build their vocabulary and understanding of positional language, including 'behind' and 'next to'. Song and story time sessions form part of the daily routine to increase children's attention and listening skills. These are delivered by skilled and engaging staff who make the learning fun and effective. However, strategies to support children who have language delays are not yet fully embedded. For example, staff do not consistently use sign language, objects of reference and visual displays on the wall, such as 'now and next boards' and picture representations of the daily routine. Therefore, communication with children who have language delays could be improved. Mathematical concepts are taught well. Children are keen to learn and participate, laughing and showing high levels of energy and excitement as they count the number of steps to take to avoid been caught by a 'wolf'. Children balance, climb and jump as they move around obstacles in their path. This helps them to understand how their body moves and supports development of coordination skills. Adaptations are made to accommodate children with developmental delays. Staff break down tasks and give an appropriate level of support so children can join in with activities such as blowing bubbles. Inclusion Expected standard Children's individual needs are identified and assessed as their journey begins at the nursery. However, while specific support plans are put in place for children in a timely manner, agreed approaches to help children are not always delivered consistently. On these occasions, this reduces the effectiveness of the support provided to individual children. There are procedures in place to review the impact of the support provided in meeting children's needs effectively. Typically, adaptations are made to children's individual learning targets so that they remain relevant and have the most impact on children's individual development. The nursery implements a collaborative approach to supporting children with special educational needs and/or disabilities. Leaders have well-established links with other professionals. They attend review meetings and collaborate with other professionals involved in a child's care on a regular basis. They work with other setting's the children attend to ensure a consistent approach. The nursery makes changes to the physical environment to meet the sensory needs of some children even more effectively. This proactive approach helps all children to feel safe and valued, with their needs being met. All children, including those known (or previously known) to children's social care and those who face other barriers to learning and/or wellbeing are well supported. Staff are kind, caring and accommodating. When children face challenges in their home life, the nursery adapts its provision to help meet their emerging needs. This includes creating a specific area with different sensory resources and enhancing staffing at specific times so children can participate safely in trips within the local community. Additional funding is used effectively to ensure all children can participate in trips to explore the local area. This makes valuable experiences accessible for all children to support their ongoing development. Leadership and governance Expected standard Following a complaint, the nursery leadership team reviewed and addressed the concerns raised. These outlined ineffective nappy changing routines, the delivery of an ineffective key- person system and non-compliance with the nursery's complaints policy. A detailed investigation took place, changes were identified and sufficient action taken. These breaches to the early years foundation stage statutory requirements for group providers have now been rectified and practices reach the required expected standard. Asking for feedback from parents is one of numerous ways the nursery works closely with families. Suggestions and ideas are reviewed and changes made accordingly, demonstrating that the nursery values comments from those who use its service. This leads to constructive changes and successful relationships with families. Training is provided to increase staff knowledge and understanding of areas such as child development and food hygiene. This upskilling has contributed to staff feeling more valued and appreciated by leaders. Staff feel well supported by leaders and feel that their workload is managed appropriately so it is not overwhelming. In recent months, leaders have delivered team-building sessions to the staff, encouraging supportive relationships. Staff reward schemes are in place, which help acknowledge occasions that warrant recognition. These foster positive relationships between leaders and staff and demonstrate leaders' commitment to their team. Leaders prioritise children with special educational needs and/or disabilities. They work closely with families and other professionals to implement tailored learning plans and have introduced visual displays on the walls. Once embedded fully and used consistently, these will help children with communication delays to understand the routines of the day. What it's like to be a child at this setting Children are well cared for by kind and caring staff who are attentive to their individual needs. Children are confident and capable. Staff support them to complete various tasks independently, such as using cutlery at mealtimes. Children receive encouragement and praise, which helps them to feel valued and important. They learn to form positive friendships with their peers through receiving gentle support from staff and reminders about turn-taking and being kind. These are given consistently and in a gentle way by skilled staff. Children respond well to this and learn quickly. Inspector: Children are keen to explore the interesting environment, learning through a range of methods that include opportunities for trial and error. They build with wooden blocks, using an upturned basket as a base, investigating how the angle of the basket impacts upon how the blocks are positioned. These activities help children to learn to adapt their play, develop critical thinking skills and perseverance, which are all important for their future learning. Routines are well embedded and children are enthusiastic helpers. When it is time to tidy up, children who are reluctant at first are quickly motivated to join in as the staff and children make it such a fun activity to do. They take pride in sweeping up flower petals from the floor. Links with parents are effective. The nursery asks for feedback and then acts on suggestions given so that improvements can be made for the benefit of the children. Children attend on a regular basis and this consistency helps them to make the most from the nursery's teaching. Adaptations are made to help children continue with their sessions following medical procedures. All children, including those with special educational needs and/or disabilities, make excellent progress. They make positive levels of developmental progress. There is a robust system in place to help track children's development and progress, with specific support in place to help those who need additional support. Next steps Leaders should implement all aspects of the communication and language development programme with consistency. Leaders should deliver highly effective learning and support programmes to children with special educational needs in a consistent way, with teaching focused on agreed targets. About this inspection We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. 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. The inspector spoke with leaders, practitioners and parents during the inspection. Jane Mumby About this setting Unique reference number (URN): 2859222 Address: Todmorden Community College Burnley Road Todmorden OL14 7BX 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 : 08:00 - 17:00 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 18 June 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 30 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. 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