URN 2824137 · Inspected 2026-08-04 · Published 2026-09-09 · Inspector: Jordan Fox
Field View Day Nursery Ltd Unique reference number (URN): 2824137 Address: Falkland Way, Barton-Upon-Humber, DN18 5RL Type: Childcare on non-domestic premises Registered with Ofsted: 12/02/2025 Registers: EYR Registered person: Field View Day Nursery Ltd Inspection report: 4 August 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 Children's welfare and wellbeing Strong standard All staff have a secure understanding of children's welfare and wellbeing. Children's needs sit at the centre of all provision and practice. Staff consistently promote a safe and nurturing environment. Children have secure attachments, feel emotionally safe and flourish within the nursery. Staff have an excellent understanding of each child's emotional needs and respond swiftly when support is needed. As a result, children feel valued, safe and happy. A welcoming and family-oriented culture is clear throughout the setting. Staff provide consistent support for children and their families. This helps to establish trusting relationships between home and the nursery. Parents feel well supported and confident in the care provided for their children. Staff promote healthy habits and positive wellbeing. Children develop a secure understanding of oral health, personal hygiene and healthy eating. For example, children brush their teeth, tidy away after meals, show positive manners and talk about their health. Staff explain why we wash our hands, and why we should eat fruit and vegetables. As a result, children build lifelong healthy habits and learn how to keep themselves safe and healthy. Leaders have effectively established daily routines that provide children with ample opportunities to develop their independence skills. For example, children are consistently encouraged to communicate when they need help, manage their toileting needs, pour their own drinks and choose elements of their meals. These experiences consistently support children to manage their personal needs. As a result, children develop confidence in their personal hygiene, self-care and independence skills. These highly impressive daily routines help to prepare them well for future learning and the next stages of their development. Inclusion Strong standard Leaders have secure knowledge of supporting disadvantaged children. They have a shared understanding of inclusion within their setting. Leaders are effective in self-evaluation and continual improvement. As a result, each room has a dedicated special educational needs coordinator. Children receive help from a deliberate vision that focuses on early identification and support. Leaders and key staff in each room excel at early identification within the setting. Through accurate tracking systems, disadvantaged children have targeted support for their learning and wellbeing. Adapted support is woven into the environment and curriculum. This consistently enables disadvantaged children to fully access activities and opportunities. Staff effectively use visuals in interventions to support decision making. For example, a child was able to choose between 'bubbles' and 'blocks'. One-step instructions and repeated language was then used routinely. Tailored interventions have a clear and sustained impact in closing gaps in learning and development and wellbeing. Children's overall wellbeing and development is significantly supported across the setting. Leaders have a strategic understanding of the funding available that can be used to support children and families. Funding is used purposefully to meet children's individual needs. For example, this includes through the purchase of resources and specific accessible furniture, and providing staff training. As a result of this training, staff are better equipped to identify and respond to children's needs. Leaders evaluate the impact of the provision. Therefore, barriers to children's learning and development are reduced. Leaders work effectively with a range of professionals and parents. Professional links enable leaders and staff to access specialist advice. As a result, leaders consistently strengthen practice across the setting. Staff securely build positive and trusting partnerships with parents. Communication books are provided to parents. This promotes a consistent approach across the home and setting. Families feel informed and supported in their children's development. Leadership and governance Strong standard Leaders have a detailed and accurate understanding of their setting. They identify their strengths and areas of improvement through thorough self-evaluation. Leaders make sure the provision reflects their vision, with a clear focus on communication and independence. They have high aspirations for every child. Staff work together to ensure children are well prepared for their next steps and transitions in learning. Leaders have set up a supportive working culture that promotes continuous professional development. Professional growth is prioritised across the setting. Leaders work closely with staff to find personal development opportunities. As a result, staff become reflective practitioners. Staff feel that leaders are invested in their development. Leaders actively support them to improve their practice. This positively affects the provision and care the children receive. Leaders recruit staff who align with their values and ethos. The recruitment process helps to keep consistent expectations across the nursery. Leaders foster an environment where collaboration and continuous improvement are valued. For example, key staff in each room are being trained to be a special educational needs and/or disabilities coordinator. Leaders want to ensure that a range of staff have effective training to support all children and families. Staff feel genuinely valued, empowered and fully supported. Regular supervisions support staff with their emotional wellbeing and professional development. As a result, staff morale is high. There is a shared commitment to providing high-quality care and education for children. Leaders actively engage with parents and local partners. They place a significant focus on building positive relationships with families and working collaboratively with other professionals. These effective partnerships support a joined-up approach between home, the setting and wider services. As a result, children's development and wellbeing is at the heart of all decisions. Expected standard Achievement Expected standard Generally, children make steady progress from their original starting points. Staff have a clear understanding of children's next steps. Daily learning opportunities and support for disadvantaged children is typically considered. On the whole, children gain a broad range of knowledge and skills across each area of learning. Disadvantaged children and those with special educational needs and/or disabilities achieve well from their starting points. These children receive help through tailored provision. For example, children are given verbal prompts and motivators to then join in during story times. Additionally, books focused on emotions are used throughout the setting. As a result, children steadily build their emotional understanding and achieve positive developmental outcomes. On the whole, children are prepared well for transitioning in to the nursery, between rooms and on to school. They demonstrate emotional security when arriving at the setting and when moving between rooms. Secure relationships with staff and effective planning for these moves help children feel confident and settled. As a result, children become emotionally confident learners. Behaviour, attitudes and establishing routines Expected standard Overall, there is a positive and calm atmosphere throughout the setting. Staff foster children's emotional security and wellbeing. Children have formed warm and trusting relationships with both staff and their peers. Due to this, children can typically settle, explore and thrive. Staff regularly offer praise and encouragement. For example, in the baby room, staff use high energy, clapping and praise, such as "wow, well done!". This boosts children's self-esteem and confidence as they try new activities. Typically, children are willing and eager to engage in learning opportunities. Leaders and staff model kind and respectful interactions with children and colleagues. This helps children learn how to treat others with kindness and respect. For example, children excitedly draw pictures for their friends, the staff members and visitors. They take turns and share the coloured pencils. On the whole, children interact well with one another and play alongside their peers. However, behaviour expectations and approaches are not consistent across the setting. Leaders carefully consider children's individual needs. Generally, staff support children to develop their attention and listening skills during both group and individual activities. Children are learning to focus, manage their behaviour, and follow instructions. As a result, children grow in confidence and make steady progress in their ability to focus, listen and follow instructions. However, opportunities to further develop these skills are not yet consistently provided across the setting. Staff show an awareness of the importance of promoting positive attendance. They understand how regular attendance supports children's overall development. Curriculum and teaching Expected standard Overall, leaders have a well-thought-out curriculum. Typically, it is taught well across the setting, particularly in the toddler room. Provision is adapted effectively to meet the needs of individual children. Disadvantaged children benefit from adapted resources, and visual and verbal prompts. Staff understand next steps for their key children. Generally, staff deliver a range of high-quality interactions. However, practice is not fully consistent across all staff. At times, staff do not interact with purpose to extend children's thinking and challenge their learning consistently. Leaders have a focus on personal, social and emotional development across their curriculum. Staff build secure relationships with children, helping them to develop positive attachments. Children feel safe, settled and happy in the environment. As a result, children show confidence and are ready to engage in learning opportunities. Staff use books, songs and rhymes to engage children and promote a love of language and stories. For example, within changing routines, staff members sing nursery rhymes to the children. In addition to this, textured books are used to give a multisensory approach for babies. Staff typically use a range of questioning techniques to check children's understanding during story time. Consequently, children have a range of opportunities to broaden their vocabulary and love of reading. Staff routinely weave early mathematical concepts into daily routines and experiences. Children practise counting skills and develop their understanding of mathematical language daily. For example, children are encouraged to count the correct plates they need at lunchtime. Staff support children's understanding of size and quantity. During snack time, children describe the size of the fruit. Due to this, children develop their mathematical language and concepts throughout daily interactions. This gives meaning to new words, which they then use independently. The outdoor environment offers a clear focus on gross motor development. Children access resources, such as bikes and large construction blocks. These encourage movement, coordination and physical challenge. Generally, resources and provision enable children to develop gross motor skills. What it's like to be a child at this setting Children are welcomed into this setting by warm and caring staff. They are accepted for their individuality and supported to flourish. Children are met and embraced at their stage of development. Staff work with families to understand each unique child before they start. Children enjoy sharing ideas, commenting on stories and engaging with adults. They develop their communication skills through daily routines. This is done through purposeful modelling by staff. For example, during lunchtimes, children speak freely about healthy eating with the adults. Children are happy and interact with a range of familiar adults and their peers. They develop trusting and meaningful relationships with those around them. These positive relationships allow them to feel safe. Children thrive within the setting and explore their environment to the fullest. Children experience a range of themed days, parties, graduations and parents evening. Children are the focus point for all celebrations. They develop their sense of belonging and achievement. Parents feel entirely secure and comfortable with the standard of care this setting provides. Through this partnership, positive attendance is encouraged. Children display high levels of curiosity as they explore their environment. Through adult support, children can extend their own learning through play. Resources and adaptations allow children to explore at their stage of development. For example, lower tables are used to allow access to all children. On the whole, children are supported to reach their next steps. Children show a keen enjoyment for learning. They have deep knowledge about healthy eating and oral health. Children are building positive routines and healthy habits. This is supported by a well-designed, wide and varied outdoor area. Children have access to bikes, a large running area, a mud kitchen, den-making opportunities and a sheltered quiet area. The outdoor environment encourages children to explore, take appropriate risks and engage in active learning while supporting their overall wellbeing. Children have developed an understanding of their own health and wellbeing. As a result of this, the children are building their independence and self-belief. Children become confident learners who access the curriculum to the best of their ability. Next steps Leaders should establish clear behavioural expectations across all rooms to ensure staff support children to understand these and build positive attitudes consistently. Leaders should embed a consistent approach to high-quality interactions across all rooms to sustain rich communication, extend children's thinking and challenge their learning further. Inspector: Jordan Fox About this setting Unique reference number (URN): 2824137 Address: Falkland Way Barton-Upon-Humber DN18 5RL Type: Childcare on non-domestic premises Registration date: 12/02/2025 Registered person: Field View Day Nursery Ltd Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: North Lincolnshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 4 August 2026 Children numbers Age range of children at the time of inspection About this inspection The inspector spoke with leaders, practitioners 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. 1 to 4 Total number of places 90 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright