Chapel House Private Day Nursery Ltd

Chapel House Private Day Nursery Ltd
Unique reference number (URN): 2835180
Address: Woodkirk Valley Country Club, 1172 Dewsbury Road, Dewsbury, WF12 7JL
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/03/2025
Registers: EYR
Registered person: Chapel House Private Day Nursery Ltd
Inspection report: 21 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.

Expected standard
Achievement Expected standard
Children make steady progress from their starting points. They typically engage well and
sustain involvement. Children are confident and independent in their social interactions and
are motivated to learn. Children, including those with special educational needs and/or
disabilities, persevere with challenges and are proud of their achievements. Tailored support
enables them to participate fully in nursery life. For example, children who were previously
nonverbal now use language to communicate with others.
Babies explore sensory resources with curiosity and develop their communication skills as
they babble, listen to songs and look at books. Toddlers and older children enjoy and
engage in a range of activities. Children develop early mathematical knowledge through
play, songs and daily experiences. They recognise colours, count objects and begin to
problem-solve as they play. Practitioners use observation and assessment to celebrate
achievement and identify next steps. As a result, children generally develop the knowledge
and skills expected for their age and stage of development, and they are prepared for their
next stage of learning, including school.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff create a positive environment. They promote kindness, respect and clear
expectations for behaviour. Children confidently follow well-established routines and
understand expectations throughout the day. Staff support children to manage their feelings
and behaviour by providing calm guidance and gentle reminders. Children behave well and
show positive attitudes to learning. They are encouraged to develop their independence and
resilience. For example, at lunchtime, there is clear development of independence
throughout the nursery. Babies use their hands, or a spoon, with support and older children
serve their own meals using tongs and use cutlery independently. Staff use praise and
encouragement to build children's confidence.
Leaders ensure an effective key-person approach. Staff show warmth and care in their
interactions. This means children feel safe and well cared for and develop positive
relationships. Babies and children seek comfort from familiar adults and develop secure
attachments. Staff engage in play alongside children. They encourage self-regulation and
consideration of others. Children learn to share resources, take turns and collaborate. Staff
typically adapt their interactions to meet individual needs. This helps all children, including
those with special educational needs and/or disabilities, to participate and develop a sense
of belonging. Leaders work closely with families. They ensure parents understand the
importance of regular attendance and punctuality to support children's routines and
participation. This means children benefit fully from the opportunities provided.
Children's welfare and wellbeing Expected standard
Children develop a secure sense of wellbeing. Children benefit from kind and caring
relationships in a safe environment where their welfare and wellbeing are typically well

supported. Leaders prioritise relationships with parents and carers. Staff value the
information parents share before children start nursery and use it to maintain routines and
meet children's needs. A highly effective key-person model helps children settle quickly and
feel secure and ready to learn. They support children to manage their feelings appropriately
for their age and stage of development.
Children with special educational needs and/or disabilities, those who are disadvantaged
and those who face barriers to their learning receive support to take part fully. For example,
staff follow clear allergy procedures to ensure children's safety and wellbeing. Staff build
warm, positive relationships with children. They respond to their needs and are positive role
models who promote kindness and respect. Children learn to manage risks and take
responsibility for their safety and wellbeing. For instance, children complete outdoor safety
checks alongside adults. Children's personal care needs are sensitively met. Hygiene
practices are of a high standard. Daily routines, including sleeping, weaning and feeding,
meet children's needs, and they develop self-care skills. This supports their health and
emotional security. Children enjoy healthy food and drinks. During mealtimes, adults
encourage children to share, use good manners and develop independence and social
skills.
Curriculum and teaching Expected standard
Leaders have designed a clear curriculum that builds knowledge and skills from children's
starting points. Leaders prioritise children's physical and personal, social and emotional
development. Staff support children to develop coordination and control. Babies crawl and
climb using soft climbing blocks, while older children develop balance outdoors. Children
use tweezers and mark-making tools to develop fine motor skills. Positive, trusting
relationships underpin learning for all children, including those with special educational
needs and/or disabilities, disadvantaged children and those facing barriers to learning
and/or wellbeing.
The curriculum promotes children's language development. Children sing familiar songs and
enjoy stories and rhymes. Adults model simple language, use commentary and adapt
support to children's age and stage of development. This means children, including those
with communication difficulties, begin to use language confidently. Staff support children's
understanding of mathematical concepts. For example, they help children to count blocks
and name colours when building towers. Overall, the curriculum is well sequenced and
progressive. However, the curriculum for understanding the world does not consistently
provide real-life opportunities to explore nature. For example, an outdoor bug hunt used
brightly coloured plastic bugs that do not reflect the natural world or inspire nature
exploration. Typically, teaching is effective, and children enjoy and achieve. However, staff
do not consistently use high-quality interactions. Leaders have an accurate understanding of
teaching quality and have identified priorities for further improvement to strengthen
opportunities to extend children's learning.
Inclusion Expected standard
Leaders and staff create a caring and supportive atmosphere where every child, including
those with special educational needs and/or disabilities (SEND) and those facing

disadvantage, achieve and belong. They use additional funding, such as the early years
pupil premium, purposefully to meet children's needs, broaden opportunities for
disadvantaged children and support families. Leaders and staff notice and respond to
barriers that affect children's learning or wellbeing. They identify gaps swiftly and work in
partnership with parents to ensure consistency between home and nursery. Parents of
children with SEND feel well informed and supported. They say they 'can't fault' the care
their children receive and the progress they have made. Staff make effective adjustments
when working with children. This ensures children's individual needs are met. For example,
staff provide extra, short settling-in sessions for children with SEND who struggle to
separate from parents. They now enter nursery happily and have a strong bond with their
key person.
Leaders have robust monitoring systems. They make prompt referrals to external agencies
and staff implement advice. This reduces gaps in children's learning. For example,
practitioners adapt teaching by breaking instructions into small steps. They use visual
supports including 'now and then' boards and give children extra time to process information
and overcome language or physical barriers. The consistent use of these strategies helps
children with SEND participate alongside their peers and make clear progress.
Leadership and governance Expected standard
Leaders have a clear vision for the nursery. They have created a positive and nurturing
environment where children are safe and happy. Decisions made are in the best interests of
all children. Leaders are reflective and typically understand the setting's strengths and areas
for development. They demonstrate a secure understanding of their responsibilities. Leaders
access professional development and share learning across the team to strengthen
inclusive practice and safeguarding. Leaders prioritise staff wellbeing and create a positive
culture. Staff report that they feel valued and supported in their roles and morale is high.
Leaders ensure staff complete all mandatory training and maintain their professional
knowledge. There is a robust system for staff supervisions. Leaders use 'shine bright'
observations to provide staff with feedback on their practice and support with their
professional development. They have plans in place to provide further support for staff to
strengthen the curriculum and teaching to enhance children's learning, development and
engagement.
Leaders have established a caring ethos based on positive relationships and parent
partnerships. They are sensitive to the needs of the wider community. Staff use information
from home to understand children's prior learning and experiences. Parents and carers are
overwhelmingly positive about the setting. They comment on the care, guidance and support
provided by staff. Parents value the regular information they receive about their child's care
and learning via an online app, termly newsletters, regular discussions with key persons and
at the twice-yearly parent evenings. They are clear on how they can continue to support
children's learning at home.

What it's like to be a child at this setting
Children are warmly welcomed into this caring and inclusive environment. They feel safe,
secure and valued. Positive relationships are at the heart of this setting. Staff know children
well and value their individual interests, experiences and backgrounds. This helps children
feel included and develop a sense of belonging. Children confidently explore, play and learn
because they feel known and supported.
Children play and learn alongside their peers. They build positive friendships and develop
social skills. Children show kindness, respect and good manners in their interactions with
one another and with adults. For example, children say 'please' and 'thank you' when given
food and drink, and they share toys and take turns with their friends. Helping with small
tasks develops children's confidence, independence and sense of responsibility. For
instance, older children use a clipboard and checklist as they look for any hazards outdoors
and report them to the supervising member of staff. Children engage in a range of
experiences. They enjoy their learning and, with praise from trusted adults, take pride in
their achievements. Children typically benefit from a varied and engaging curriculum. They
develop particularly well in their personal, social and emotional development,
communication and language, and physical development.
Children benefit from staff working closely with families and other professionals to identify
and reduce barriers to learning and wellbeing. All children, including those with special
educational needs and/or disabilities, those who are disadvantaged and those who face
barriers to their learning, are supported well to participate fully in nursery life. Children make
clear progress from their starting points and are well prepared for the next stage in their
learning, including the move on to school. Children experience consistency between home
and nursery through the close professional relationships staff build with their families.
Parents and carers feel well supported and value the regular communication about their
children's learning and wellbeing. They speak highly about the setting and are extremely
positive about the learning and care children receive.
Next steps
Leaders should strengthen the delivery of the curriculum by extending professional
development opportunities to ensure high-quality interactions in all areas of learning.
Leaders should extend the curriculum for understanding the world by providing real-life
experiences to strengthen children's knowledge of the natural world.

Inspector:
Clare Waddington
About this setting
Unique reference number (URN): 2835180
Address:
Woodkirk Valley Country Club
1172 Dewsbury Road
Dewsbury
WF12 7JL
Type: Childcare on non-domestic premises
Registration date: 20/03/2025
Registered person: Chapel House Private Day Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Leeds
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 21 July 2026
Children numbers
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.

Age range of children at the time of inspection
0 to 4
Total number of places
40
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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