Northfields Crosland Moor

Northfields Crosland Moor
Unique reference number (URN): 2815774
Address: Colne Valley House, 511 Blackmoorfoot Road, Crosland Moor, Huddersfield, HD4 5NR
Type: Childcare on non-domestic premises
Registered with Ofsted: 24/10/2024
Registers: EYR, CCR, VCR
Registered person: Northfields Nursery Limited
Inspection report: 2 July 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
Behaviour, attitudes and establishing routines Strong standard
Children's behaviour is impressive. Relationships between children are very positive, and
they demonstrate superb play skills. It is abundantly evident how well children consistently
collaborate in small groups.
Children in the nursery participate in tidying up routines with minimal prompts. Staff skilfully
adapt their level of support so that children are engaged but not overwhelmed. For example,
children immediately comply with instructions to replace lids on pens when reminded.
Children's resilience and perseverance skills are excellent.
Children assess risks themselves. They complete a daily checklist for the outdoor area,
learning how to implement safety procedures such as checking the perimeter boundary is
intact. Young children develop an understanding of safety during mealtimes, independently
approaching the hand basin to wash their hands when a food trolley enters the room.
Children develop positive attitudes to learning. They engage in varied activities with an
abundance of energy and focus. Staff are energetic and enthusiastic play partners. They
encourage children to experience the whole curriculum so that it has the maximum impact
on their development.
Staff demonstrate high levels of respect, which is expertly embedded in their everyday
practice. In turn, children demonstrate awe-inspiring levels of respect to each other and
staff. They take account of each other's viewpoints, and this important skill prepares them to
form positive relationships in the future. For example, children spontaneously offer a
steadying hand to other children as they navigate obstacles outside. They take enjoyment
from helping others.
Children's attendance levels are high, and the staff work closely with families to explain how
this helps children to settle and make the most of the planned learning experiences.
Leadership and governance Strong standard
Leaders are highly motivated and strive for excellence. They implement a highly effective
self-evaluation process and commitment to promoting ongoing improvement. Leaders
recognise how to work, on an ongoing basis, to support staff to raise the quality of their
interactions and teaching. Leaders gain feedback from families so that their voice is heard
and views captured and considered. They work cohesively as a management team, which
has a positive impact on the nursery, staff and, ultimately, children. They lead by example to
deliver ambitious and exciting experiences to children, such as a recent coach trip to a farm.
Children with special educational needs and/or disabilities are prioritised, and this is evident
throughout the nursery.
Leaders inspire their team, and there is a supportive culture in place. Staff are clear that
leaders' expectations are high and are eager to meet, and sometimes exceed, these
expectations. They work cohesively, replicating the modelling of positive interactions

Expected standard
demonstrated by leaders. This contributes to the atmosphere of harmony, respect and
collaboration.
Staff feel valued and appreciate opportunities to meet with leaders on a regular basis.
Discussions around managing workloads and promoting staff wellbeing are prioritised by
leaders, and support is offered to help reduce any workload imbalances or demands on
staff.
A detailed induction programme is in place for new staff so they have a thorough
understanding of the nursery, its ethos, procedures and priorities from the beginning.
Additional training is also available for staff to complete, and a continuous cycle of
continuous professional development is implemented.
Achievement Expected standard
Children progress through the curriculum well overall, particularly in the areas of personal,
social and emotional skills and communication. Children feel confident to voice their
thoughts and needs. They ask probing questions to further their knowledge, for example
about insects. Children form positive relationships with staff and develop some useful skills
to promote their own safety. For example, they recognise the need to be cautious when they
feel that the surface beneath their feet is 'slimy' or 'slippery'.
Children are independent in many different ways, including serving their own meals from a
large dish on the table and learning to use cutlery. They follow instructions well, finding their
own shoes and putting them on and helping with dressing after a messy play activity. All
children, including those who face barriers to their learning, are well prepared for future
challenges.
Children's welfare and wellbeing Expected standard
Children become increasingly independent in tasks, such as drinking from a cup, as staff
reduce the level of support provided as children become more competent.
Staff teach children how to stay safe in the sun by talking about the importance of wearing
hats, staying hydrated and applying a sunscreen.
Staff equip children with strategies to manage their emotions. They give clear explanations
about options available to children, such as having a rest when they are tired.
Children receive healthy and nutritious food through a well-planned menu. Allergies are
managed in an inclusive way and any intolerances are incorporated into the menu. Children
stay seated when eating, understanding the safety reasons behind this, as staff explain the
risk of choking on food increases if children are not seated.

All children, including those known or previously known to children's social care, are
supported well. Staff share regular updates with parents and carers, including information
about children's emotional wellbeing. Staff offer additional comfort and reassurance when
needed so that all children are supported and cared for during times of challenge.
The key-person system is effective. Staff are caring and establish trusting relationships with
children who approach them to engage in play. Staff and children enjoy each other's
company, and smiles are in abundance throughout each day. This contributes to the
harmonious atmosphere where children feel confident to learn.
Curriculum and teaching Expected standard
Leaders have designed and implemented a broad and interesting curriculum. They evaluate
this well and generally make adaptations in a timely manner.
Overall, teaching is effective and children make positive levels of progress. Staff are
generally quick to recognise opportunities to build on children's interest in activities to extend
their learning. For example, when children place planks of wood against a fence and walk
on them, staff recognise that they are learning to manage their own level of risk. As children
laugh and try different ways to climb the planks, staff offer new ideas. There are some
occasions when staff plan exciting activities involving children of different ages and abilities.
Although all children thoroughly enjoy taking part, at times staff do not fully consider how to
adapt these experiences to maintain the interest and engagement of younger children.
Staff support children's language skills well. New vocabulary is introduced by staff through
individual conversations that take place at every opportunity. These quality interactions help
support children's attention and listening skills as well as developing conversational ability.
Children learn about mathematical concepts that are weaved throughout the curriculum. For
example, they learn about capacity when transferring sand. Children also join in songs that
include ascending and descending numbers; phrases such as 'more than' and 'less than' are
used accurately in conversations so that children develop an understanding of comparisons.
The wellbeing of children is prioritised. Staff include stories that cover important topics in
their daily plans. Children engage in conversations with staff about what these issues mean
to them and what they could do to help manage any big feelings appropriately. This helps
equip children with important life skills.
There is a robust assessment process in place. Staff know children's starting points and
implement individual learning plans.
Inclusion Expected standard
Overall, children's unique needs are identified and met well. From the beginning, staff
identify children's individual needs and adapt their practice accordingly. Staff complete
ongoing assessments that are robust and evaluate the impact that teaching is having on
each child. Leaders share ideas of how to support children at home with families so that
teaching opportunities are maximised and a consistent approach is implemented.

Relevant details about home routines are captured and then replicated at nursery to support
a smooth transition. In particular, children with special educational needs and/or disabilities
settle quickly as the wealth of information captured enables the nursery to plan effectively
for their needs.
Children learn to recognise and understand different emotions in various ways. Staff share
stories and provide gentle reminders to children about sharing and turn-taking. Children
develop positive approaches to making friends and excitedly seek out other children to
share an experience.
Staff undertake training to broaden their knowledge of how to identify delays in development
and what strategies can be used to close any gaps. By having a range of tactics available to
them, staff are equipped to choose the ones that most effectively help each child.
Children receive assistance from external professionals following referrals made by the
nursery. This enables specific evaluation and advice to be sought, which is then delivered to
individual children by staff.
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
Children are enthusiastic learners. They explore the environment with interest and curiosity.
They have high levels of energy and are eager to learn. Children join in with different
learning opportunities, checking in with familiar adults for comfort and reassurance from kind
and attentive staff. Children and their families feel welcome and valued. Their uniqueness is
embraced and celebrated through learning about different cultural festivals and having a
well-embedded culture of inclusivity.
Overall, children are well prepared for the next steps in their learning and, ultimately, school.
This starts with the youngest children who begin to form positive friendships, peeping
through a curtain to see a friend and playing peekaboo, laughing as they draw the curtain
before repeating their game.
Children learn to be very independent and complete many tasks for themselves. They
receive tailored support from attentive staff, along with encouragement and praise. For
example, children smile broadly as they are supported to take steps across the room.
Staff reduce barriers to learning so that all children, including those with special educational
needs and/or disabilities and those who have faced difficulties, are encouraged and helped
to attend on a regular basis. This consistency helps them to make positive levels of progress
from their individual starting points. Any delays in learning are identified early, and support is
typically put in place at an early opportunity. Families are consulted before additional funding
is spent so that it has the most impact on children's needs.
Children and staff have warm and positive relationships with each other. Children are
excited to approach staff to share an experience or tell them something about the activity

Inspector:
Jane Mumby
About this setting
Unique reference number (URN): 2815774
Address:
Colne Valley House
511 Blackmoorfoot Road, Crosland Moor
Huddersfield
HD4 5NR
Type: Childcare on non-domestic premises
Registration date: 24/10/2024
Registered person: Northfields Nursery Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Kirklees
they are enjoying. Children are settled and form wonderful relationships with each other.
They offer spontaneous support to others and work well together.
Next steps
Leaders should enhance further the support for staff to more consistently adapt activities
to precisely reflect the learning needs of all children taking part.
About this inspection
The inspector spoke with leaders, practitioners, 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 2 July 2026
Children numbers
Age range of children at the time of inspection
0 to 11
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
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and regulates services that care for children and young people.
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