← Ofsted Nursery Tracker

Unicorn Nursery

URN EY537722 · Inspected 2026-05-28 · Published 2026-09-03 · Inspector: Rachael Barrett Janet Fairhurst

Safeguarding met Childcare on Non-Domestic Premises, Full day care source PDF ↗ provider page on ofsted.gov.uk ↗

Grades by area

Inclusion

Strong standard
Leaders have established a highly stimulating culture of inclusion, where every child's needs are recognised, valued and swiftly acted upon. From the earliest stages, staff identify and support children's starting points with care and precision, ensuring that those with physical needs or special educational needs and/or disabilities receive tailored support. Leaders and staff are very quick to seek support and advice from other professionals and to create meticulously detailed individual support plans. Staff rigorously monitor and review these plans, taking into account the thoughts of the key person and parents and carers. Leaders and staff truly care about the children and see each child as unique. They are dedicated and passionate about making a positive difference in children's and families' lives. Staff fully support and celebrate every step of progress each individual child makes and celebrate each and every child's achievement. This supports children in wanting to achieve and in developing the confidence they need to be capable, happy and independent learners. Leaders carefully consider any additional funding that children receive to specifically help individual children with their development. For instance, funding is used to purchase specialist equipment to support core muscle strength and to provide additional staffing to ensure highly effective, one-to-one, intensive interaction time.

Achievement

Expected standard
Children are happy and settled and immerse themselves into the daily routine. They are praised during play and have a 'positive attitude' to their learning. Children make steady progress from their starting points and develop key skills across all areas of learning. Children benefit from the organisation of the environment, allowing a broad range of skills to develop. They enjoy using outdoor equipment to climb, run and balance, which helps to promote their physical development. Babies show their emerging confidence as they pull themselves up and cruise around equipment. Others show delight as they start to walk. Older children access books and retell stories, such as 'The Gruffalo', with increasing confidence. Children show confidence in their fine motor skills as they use small hammers to release dinosaur toys trapped in blocks of ice. They demonstrate a great sense of pride when they are able to do things for themselves, such as pouring their own drinks at mealtimes. Children develop their early mathematical understanding. They count and use mathematical language during play. They explore blocks of ice and know that when the ice melts it turns into water. They describe different objects and use the words 'heavy', 'small' and 'big' in context. All children, including those children who face barriers to their learning and have special educational needs and/or disabilities, make suitable progress.

Behaviour, attitudes and establishing routines

Expected standard
Children build warm relationships with staff and other children. They are encouraged to work together and accept each other as they play and learn. Leaders and staff model expectations for behaviour and use effective strategies that support children to manage their emotions. Leaders and staff are positive role models. They remind children to use 'kind hands' and 'indoor feet' to ensure that everyone is safe. Staff utilise sensory spaces and resources, which provide children with a safe and organised space to regulate their feelings. As a result, children generally behave well and demonstrate positive attitudes to learning. Collaboration with parents and carers ensures these approaches are shared beyond the setting to help children self-regulate at home. Older children develop independence in their self-care routines. They wash their hands, use the toilet confidently, pour their own drinks and clean their faces after meals. Children access resources independently and get on well with one another as they play. Staff encourage all children, even the youngest children, to take part in simple routines and tasks, such as tidying up. This helps strengthen their independence skills in readiness for the next stage of their learning. Leaders and staff create a generally positive and welcoming environment, with clear expectations for behaviour, attitudes and establishing routines. Alongside this, attendance is monitored effectively. Leaders encourage families to bring children regularly, and they attend well.

Children's welfare and wellbeing

Expected standard
Leaders and staff generally provide nurturing care, enabling children to build positive relationships and secure attachments with their key person. Staff typically understand children's interests and use these to create engaging learning opportunities, adapting experiences for children who may face barriers to their learning. Children seek cuddles and enjoy staff joining in their play, which supports their sense of security and emotional wellbeing. Leaders and staff ensure children's wellbeing is a high priority. They support children and families in leading healthy lifestyles, by providing a healthy, balanced diet for all children, for instance. Children enjoy home-cooked meals served at the nursery, and recipes are shared with families to support healthy choices at home. Children learn to be increasingly independent, for example, by wiping their own nose and feeding themselves at lunchtime. Children are happy and content at the nursery. They build bonds with their key staff and seek reassurance when required throughout the day. Children are encouraged to take part in physical activities outside that support their wellbeing. They enjoy being active, use climbing equipment with confidence and play games with their friends. Staff encourage children to think about how they can use the equipment safely, supporting their early understanding of how to take risks.

Curriculum and teaching

Expected standard
Leaders have a clear understanding of the quality of staff's teaching of the curriculum. They have created a well-considered curriculum that covers all areas of learning. Leaders ensure that children develop important knowledge about language, books, mathematics and being independent. Staff skilfully select activities to build on children's previous learning. However, the curriculum is in its infancy, and it is too soon to see the full impact of the consistency of staff's delivery of the curriculum. Staff focus on getting to know each child when they first start at the setting. This helps integrate them into the nursery and feel part of the nursery family. Leaders and staff identify children's starting points when they arrive. This helps them to understand what children already know and can do. Staff are positive role models and provide opportunities for children to develop their next steps further. Children develop skills that support their future learning. For example, they enjoy sharing stories with staff and using resources to bring the story to life, building on children's early literacy skills. Children enjoy positive relationships with their key staff, who follow their interests well. Children benefit from sensory activities, playing with bubbles as they 'pop, pop, pop' them. This supports children's creativity, and they smile with delight as they immerse themselves in play. Staff teach children to become independent and ready for school. Children enjoy following instructions and complete tasks to enhance their learning and development. For example, children tidy up after themselves and follow simple instructions well.

Leadership and governance

Expected standard
Leaders have a clear vision for the setting. This is shared with the staff team and is in the early stages of development. Leaders and staff spend time getting to know the children before they start, so they know more about them and their families. This helps children to settle into the setting, as staff are aware of their likes and dislikes and what comforts them. Leaders support the staff team well. They regularly review their practice and support their wellbeing. Staff feel valued and well supported by leaders. They feel listened to and are able to share ideas to support their practice. Professional development is ongoing and in its early stages. As such, it is too early to see the full impact that any training and coaching has on staff's development and practice. Leaders have developed effective partnerships with parents and carers. Advice and expertise from outside agencies is sought when children face barriers to their learning and development to secure further support for them. Leaders work closely with the local authority to monitor the quality of provision. Leaders provide parents with home learning ideas to help extend children's learning even further. Parents speak highly of the setting's communication and how they feel like nothing is ever too much trouble.

What it's like to be a child at this setting

Children thrive at this inclusive nursery. Children build warm and responsive relationships with staff, who are quick to meet their needs and shower them with praise and reassurance. Staff encourage children to discuss how they are feeling each day as part of group activities and welcome time. Children have many opportunities to come together with their peers and take part in exciting activities. For example, babies giggle with delight as they explore sensory experiences in the water tray. Older children listen intently to familiar stories, such as 'The Gruffalo', and use scarves to move and dance to music. This supports children in building secure relationships with their peers, who they thoroughly enjoy playing with. All children benefit from a highly inclusive environment, where every child is supported to be involved. Staff understand children's learning needs and adapt activities to support each child's progress. There are dedicated spaces within the environment that children can access to support their emotional wellbeing and learning needs. For example, there is a sensory room where children can regulate their emotions in a quieter space. Spinning and rocking chairs are well used by children with special educational needs and/or disabilities. These spaces allow children to explore their unique self and engage with resources they choose and enjoy. All children enjoy the varied learning opportunities available to them, both indoors and outdoors. They are keen and motivated to join in and excitedly anticipate new activities throughout the day. Children benefit from planned, adult-led opportunities and plenty of free time to explore and discover by themselves. Children thoroughly enjoy outdoor play and fresh air. They run, climb and explore the different areas and have plenty of opportunities to be physically active. Families are regularly invited into the nursery to give their thoughts and ideas about their children's care and development. Leaders ensure parents and carers are well informed about the importance of regular attendance and help in any way they can to achieve this.

Next steps

Leaders should ensure that the curriculum is embedded and of consistently high quality. Leaders should continue to provide staff with ongoing support and coaching and build on their knowledge and skills to raise teaching to an even higher standard.

About this inspection

The inspector spoke with leaders, staff, special educational needs coordinators, children and 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. The inspection started on 28 May 2026. Inspectors returned on 9 July 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

About this setting

URN
EY537722
Address
Day Care Centre Leeds Road CASTLEFORD West Yorkshire WF10 5HA
Type
Childcare on Non-Domestic Premises, Full day care
Registration date
10/08/2016
Registered person
Ladybird Daycare Limited
Register(s)
EYR
Operating hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority
Wakefield

Facts and figures

Age range at inspection
0 to 4
Total places
60

Data from 28 May 2026

Raw extracted PDF text 
Unicorn Nursery
Unique reference number (URN): EY537722
Address: Day Care Centre, Leeds Road, CASTLEFORD, West Yorkshire, WF10 5HA
Type: Childcare on non-domestic premises
Registered with Ofsted: 10/08/2016
Registers: EYR
Registered person: Ladybird Daycare Limited
Inspection report: 28 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
Expected standard
Inclusion Strong standard
Leaders have established a highly stimulating culture of inclusion, where every child's needs
are recognised, valued and swiftly acted upon. From the earliest stages, staff identify and
support children's starting points with care and precision, ensuring that those with physical
needs or special educational needs and/or disabilities receive tailored support. Leaders and
staff are very quick to seek support and advice from other professionals and to create
meticulously detailed individual support plans. Staff rigorously monitor and review these
plans, taking into account the thoughts of the key person and parents and carers.
Leaders and staff truly care about the children and see each child as unique. They are
dedicated and passionate about making a positive difference in children's and families' lives.
Staff fully support and celebrate every step of progress each individual child makes and
celebrate each and every child's achievement. This supports children in wanting to achieve
and in developing the confidence they need to be capable, happy and independent learners.
Leaders carefully consider any additional funding that children receive to specifically help
individual children with their development. For instance, funding is used to purchase
specialist equipment to support core muscle strength and to provide additional staffing to
ensure highly effective, one-to-one, intensive interaction time.
Achievement Expected standard
Children are happy and settled and immerse themselves into the daily routine. They are
praised during play and have a 'positive attitude' to their learning. Children make steady
progress from their starting points and develop key skills across all areas of learning.
Children benefit from the organisation of the environment, allowing a broad range of skills to
develop. They enjoy using outdoor equipment to climb, run and balance, which helps to
promote their physical development.
Babies show their emerging confidence as they pull themselves up and cruise around
equipment. Others show delight as they start to walk. Older children access books and retell
stories, such as 'The Gruffalo', with increasing confidence. Children show confidence in their
fine motor skills as they use small hammers to release dinosaur toys trapped in blocks of
ice. They demonstrate a great sense of pride when they are able to do things for
themselves, such as pouring their own drinks at mealtimes.
Children develop their early mathematical understanding. They count and use mathematical
language during play. They explore blocks of ice and know that when the ice melts it turns
into water. They describe different objects and use the words 'heavy', 'small' and 'big' in

context. All children, including those children who face barriers to their learning and have
special educational needs and/or disabilities, make suitable progress.
Behaviour, attitudes and establishing routines Expected standard
Children build warm relationships with staff and other children. They are encouraged to work
together and accept each other as they play and learn. Leaders and staff model
expectations for behaviour and use effective strategies that support children to manage their
emotions. Leaders and staff are positive role models. They remind children to use 'kind
hands' and 'indoor feet' to ensure that everyone is safe. Staff utilise sensory spaces and
resources, which provide children with a safe and organised space to regulate their feelings.
As a result, children generally behave well and demonstrate positive attitudes to learning.
Collaboration with parents and carers ensures these approaches are shared beyond the
setting to help children self-regulate at home. Older children develop independence in their
self-care routines. They wash their hands, use the toilet confidently, pour their own drinks
and clean their faces after meals.
Children access resources independently and get on well with one another as they play.
Staff encourage all children, even the youngest children, to take part in simple routines and
tasks, such as tidying up. This helps strengthen their independence skills in readiness for
the next stage of their learning. Leaders and staff create a generally positive and welcoming
environment, with clear expectations for behaviour, attitudes and establishing routines.
Alongside this, attendance is monitored effectively. Leaders encourage families to bring
children regularly, and they attend well.
Children's welfare and wellbeing Expected standard
Leaders and staff generally provide nurturing care, enabling children to build positive
relationships and secure attachments with their key person. Staff typically understand
children's interests and use these to create engaging learning opportunities, adapting
experiences for children who may face barriers to their learning. Children seek cuddles and
enjoy staff joining in their play, which supports their sense of security and emotional
wellbeing.
Leaders and staff ensure children's wellbeing is a high priority. They support children and
families in leading healthy lifestyles, by providing a healthy, balanced diet for all children, for
instance. Children enjoy home-cooked meals served at the nursery, and recipes are shared
with families to support healthy choices at home. Children learn to be increasingly
independent, for example, by wiping their own nose and feeding themselves at lunchtime.
Children are happy and content at the nursery. They build bonds with their key staff and
seek reassurance when required throughout the day.
Children are encouraged to take part in physical activities outside that support their
wellbeing. They enjoy being active, use climbing equipment with confidence and play games
with their friends. Staff encourage children to think about how they can use the equipment
safely, supporting their early understanding of how to take risks.

Curriculum and teaching Expected standard
Leaders have a clear understanding of the quality of staff's teaching of the curriculum. They
have created a well-considered curriculum that covers all areas of learning. Leaders ensure
that children develop important knowledge about language, books, mathematics and being
independent. Staff skilfully select activities to build on children's previous learning. However,
the curriculum is in its infancy, and it is too soon to see the full impact of the consistency of
staff's delivery of the curriculum.
Staff focus on getting to know each child when they first start at the setting. This helps
integrate them into the nursery and feel part of the nursery family. Leaders and staff identify
children's starting points when they arrive. This helps them to understand what children
already know and can do. Staff are positive role models and provide opportunities for
children to develop their next steps further. Children develop skills that support their future
learning. For example, they enjoy sharing stories with staff and using resources to bring the
story to life, building on children's early literacy skills.
Children enjoy positive relationships with their key staff, who follow their interests well.
Children benefit from sensory activities, playing with bubbles as they 'pop, pop, pop' them.
This supports children's creativity, and they smile with delight as they immerse themselves
in play. Staff teach children to become independent and ready for school. Children enjoy
following instructions and complete tasks to enhance their learning and development. For
example, children tidy up after themselves and follow simple instructions well.
Leadership and governance Expected standard
Leaders have a clear vision for the setting. This is shared with the staff team and is in the
early stages of development. Leaders and staff spend time getting to know the children
before they start, so they know more about them and their families. This helps children to
settle into the setting, as staff are aware of their likes and dislikes and what comforts them.
Leaders support the staff team well. They regularly review their practice and support their
wellbeing. Staff feel valued and well supported by leaders. They feel listened to and are able
to share ideas to support their practice. Professional development is ongoing and in its early
stages. As such, it is too early to see the full impact that any training and coaching has on
staff's development and practice.
Leaders have developed effective partnerships with parents and carers. Advice and
expertise from outside agencies is sought when children face barriers to their learning and
development to secure further support for them. Leaders work closely with the local
authority to monitor the quality of provision. Leaders provide parents with home learning
ideas to help extend children's learning even further. Parents speak highly of the setting's
communication and how they feel like nothing is ever too much trouble.

What it's like to be a child at this setting
Children thrive at this inclusive nursery. Children build warm and responsive relationships
with staff, who are quick to meet their needs and shower them with praise and reassurance.
Staff encourage children to discuss how they are feeling each day as part of group activities
and welcome time. Children have many opportunities to come together with their peers and
take part in exciting activities. For example, babies giggle with delight as they explore
sensory experiences in the water tray. Older children listen intently to familiar stories, such
as 'The Gruffalo', and use scarves to move and dance to music. This supports children in
building secure relationships with their peers, who they thoroughly enjoy playing with.
All children benefit from a highly inclusive environment, where every child is supported to be
involved. Staff understand children's learning needs and adapt activities to support each
child's progress. There are dedicated spaces within the environment that children can
access to support their emotional wellbeing and learning needs. For example, there is a
sensory room where children can regulate their emotions in a quieter space. Spinning and
rocking chairs are well used by children with special educational needs and/or disabilities.
These spaces allow children to explore their unique self and engage with resources they
choose and enjoy.
All children enjoy the varied learning opportunities available to them, both indoors and
outdoors. They are keen and motivated to join in and excitedly anticipate new activities
throughout the day. Children benefit from planned, adult-led opportunities and plenty of free
time to explore and discover by themselves. Children thoroughly enjoy outdoor play and
fresh air. They run, climb and explore the different areas and have plenty of opportunities to
be physically active.
Families are regularly invited into the nursery to give their thoughts and ideas about their
children's care and development. Leaders ensure parents and carers are well informed
about the importance of regular attendance and help in any way they can to achieve this.
Next steps
Leaders should ensure that the curriculum is embedded and of consistently high quality.
Leaders should continue to provide staff with ongoing support and coaching and build on
their knowledge and skills to raise teaching to an even higher standard.

Inspectors:
Rachael Barrett
Janet Fairhurst
About this setting
Unique reference number (URN): EY537722
Address:
Day Care Centre
Leeds Road
CASTLEFORD
West Yorkshire
WF10 5HA
Type: Childcare on non-domestic premises
Registration date: 10/08/2016
Registered person: Ladybird Daycare Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Wakefield
Facts and figures used on inspection
About this inspection
The inspector spoke with leaders, staff, special educational needs coordinators, children
and 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.
The inspection started on 28 May 2026. Inspectors returned on 9 July 2026 to gather
additional evidence in line with Ofsted inspections and visits: Deferring, pausing and
gathering additional evidence policy.

This data was available to the inspector at the time of the inspection.
This data is from 28 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
60
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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