URN 2807365 · Inspected 2026-08-19 · Published 2026-10-09 · Inspector: Laurafay Muranka
Children's Corner Moor Allerton Hall Limited Unique reference number (URN): 2807365 Address: Moor Allerton Hall Primary School, Lidgett Lane, LEEDS, LS17 6QP Type: Childcare on non-domestic premises Registered with Ofsted: 04/09/2024 Registers: EYR, CCR, VCR Registered person: Childrens Corner Moor Allerton Hall Limited Inspection report: 19 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 Achievement Strong standard Children are well prepared for their transition to school, with well-embedded skills in confidence and independence. Staff ensure children have the skills they need to move to each room. All children have strong communication skills and interact confidently with their peers and adults. They enjoy exploring and maintain their attention during play, showing high levels of concentration as they engage in the tasks they choose. All children are thriving in their physical development, which gives them confidence to try new ideas. They persevere with activities, such as cycling, to develop and master their skills, showing motivation to learn. Children have a sense of pride when they achieve, saying 'I did it' and proudly showing their peers. Children show resilience, as they pull fruit from sticks of fruit kebabs, they continue trying when it is hard. They excitedly tell friends which fruit they have pulled off, demonstrating a sense of achievement. Staff give tailored feedback, as babies independently use cutlery and drink water from cups. Behaviour, attitudes and establishing routines Strong standard Staff role model kindness and respect and children learn how to include other children, using manners and kindness. They ask friends if they want to play on the bikes and help their friends put the lids back on pens because 'they will dry out', they explain. Children play cooperatively together, taking it in turns to add pieces to a castle they are building. Staff help babies to understand their own feelings, creating a harmonious culture where children demonstrate the best possible behaviour. Children have consistently positive attitudes to learning and towards each other. For example, children involve others in their play, helping them draw beetles for each other. Staff continually reinforce positive behaviour and role model positive interactions with children and staff. Children have clear, structured routines to follow, such as when mealtimes take place. This supports them to thrive in their learning as they know what is happening next and feel secure in the flow of the day. Staff and leaders understand the attendance procedures to follow when children are absent from nursery and support families to overcome difficulties with attendance. Children's welfare and wellbeing Strong standard Staff promote an active lifestyle by providing children with regular opportunities to be physically active outdoors, supporting their physical health. Children enjoy eating watermelon outdoors for snack, promoting a healthy diet. During mealtimes, children sit together, talking about their day. Staff promote a culture of social interaction, and children listen and engage with their peers. Staff are responsive when children express when they want to be outdoors or indoors, and staff prioritise children's wellbeing by adapting routines and experiences to support their individual needs. Staff encourage children and babies to be independent in their personal care needs. They demonstrate how babies can blow their own noses, and older children know where the tissues and mirror are to wipe their noses. Children know that they can take time to rest, with caring staff who read stories as they relax. Parents comment positively about the warm, welcoming staff who create a friendly, encouraging environment. They feel well supported from leaders and staff, who are responsive to the various circumstances in family life. Leaders promote the welfare and wellbeing of children, creating spaces for nurturing, and understanding children's needs, including those with special educational needs and/or disabilities (SEND). They proactively adapt routines to ensure children with SEND thrive and make progress, for example, by providing calming spaces and more time outdoors. Curriculum and teaching Strong standard Leaders have a bespoke curriculum that is well embedded, and children excel with their independence and communication skills. Staff implement the curriculum well, building on what children know and can do. There is a strong focus on communication, with staff using high-quality teaching to extend children's vocabulary. During a bug hunt, children say they are 'detectives'. Staff understand that interactions can support learning, so as babies hold books, staff read with excitement, creating an interest in stories. Children thrive in their communication skills as a result of the sequential learning. Staff weave maths through play, encouraging children to count beetles' legs, when drawing what they find on their bug hunt. Staff are thoroughly engaged with children, enabling them to respond to children's needs and adapt teaching to ensure children receive high-quality opportunities. During a toothbrushing activity, staff ask questions about home life and introduce colours for younger children. Staff are in tune with children's needs and create experiences based on children's ideas. Staff sing songs with children who bring them instruments, they sing about the rain after hearing it on the roof of the nursery. Physical development is positive for all children as staff encourage children to lift and carry, climb, cycle and run. Staff explain how to use the pedals on a bike and manoeuvre around obstacles in their way. They repeat their teaching to ensure children's learning is well embedded. Inclusion Strong standard Leaders and staff are rigorous in monitoring, identifying and making adjustments to continually enhance children's experiences and opportunities. Staff quickly identify children who require additional support and provide interventions to help children make rapid progress and reduce barriers to learning. Leaders, who are highly knowledgeable, work closely with staff to identify emerging needs and put the support in place to help children with special educational needs and/or disabilities make rapid progress. Leaders implement advice from external professionals and specialists. Leaders ensure the needs of children receiving additional funding are swiftly identified, and support is put into place to ensure children thrive in their development. This has a positive impact on their learning, emotional development and wellbeing. Leaders use additional funding to provide specialist support in the nursery, adapt outdoor spaces to support children's behaviour and train staff in a variety of communication methods to enhance language development. Leaders ensure staff receive support and training opportunities to enhance their professional development. This means that children with additional needs benefit from teaching provided by staff who are knowledgeable about specialist support. Staff are mentored by highly experienced leaders. Leadership and governance Strong standard Leaders are highly ambitious in continually evaluating the nursery and ensuring there is excellence for children and families. They continually strive to make improvements through an accurate understanding of their strengths and ways to sustain high standards. Leaders role model a culture of continual improvement, which encourages staff to improve practice for children. Staff take ownership of their spaces in the nursery and make a positive contribution to improving the quality of provision. Leaders are passionate about supporting staff and improving practice. They provide plenty of opportunities for training and supervision. Tailored plans are in place to mentor staff according to their needs and wellbeing. Staff are highly complementary about the support from leaders. They explain that they have meetings to develop their understanding and learning. Staff are eager to develop and enhance their expertise to create the best outcomes for children. Leaders' understanding and support of staff's wellbeing contributes to high standards of practice and high morale. Leaders are eager to work with other organisations, creating partnerships with community agencies, such as specialist teachers and apprenticeship companies. They work in partnership with apprenticeship companies to support best practice and enhance staff learning, so that the quality of education improves. Teachers from the local schools visit, supporting children with a thorough transition. Parents are all highly engaged with the nursery, explaining how they appreciate the support and advice shared with them. Staff share ideas for home learning, which supports children's development. Parents also send in activities they do at home, and staff recreate these at nursery. This ensures a positive and holistic approach to children's education. 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 arrive happily at nursery, eagerly running in to greet their friends and confidently saying 'hello'. They receive a warm welcome from staff and quickly settle into the nursery. Children are confident and happy, as they smile and talk to friends and staff. Staff encourage children to join them in the well-resourced areas of the nursery to play. Children enjoy spending time outdoors as they explore their environment. Children are eager to communicate, demonstrating their use of words, such as 'camouflage', when looking for bugs in the garden. Children are happy as they run and laugh with friends or Inspector: Laurafay Muranka build dens that are 'castles'. Children feel valued as they communicate their feelings and needs. They explain when they want to take their coat off because they are too hot. Children build on their existing knowledge as staff use questions and extend their language. For example, when it is raining, children learn about 'thunder' and eagerly repeat the new word. Children enjoy learning about the weather and what they find on their bug hunt. Children with special educational needs and/or disabilities make excellent progress in their development. Staff understand and assess children's needs, making adaptations to focus teaching to areas that need additional support. Children make excellent progress from their starting points and are very well prepared for the transition to school. Children and staff have 'all about me' books, so they can understand each other's families and how they are unique. Children enjoy showing these to their peers and staff. Parents bring in family traditions to share with the nursery, and staff share their cultural traditions. This helps children learn about similarities and differences in family life. Babies are very comfortable and feel safe and secure. They sit on staff's knees when they want a cuddle. Staff are calm and caring, connecting with babies that are new to the nursery, showing kindness and care. Staff support babies to understand colours as they repeat 'red car'. Babies show they want to go outside by pointing and saying 'out'. Staff respond quickly to babies' needs, taking them outdoors where babies laugh and splash in the water with friends. Next steps Leaders should ensure continued improvement in the setting's successful work to maintain high standards to realise a transformational impact on all children's achievement and wellbeing. About this inspection The inspector spoke with leaders, practitioners, special educational needs coordinator and safeguarding leads 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. About this setting Unique reference number (URN): 2807365 Address: Moor Allerton Hall Primary School Lidgett Lane LEEDS LS17 6QP Type: Childcare on non-domestic premises Registration date: 04/09/2024 Registered person: Childrens Corner Moor Allerton Hall Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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 19 August 2026 Children numbers Age range of children at the time of inspection 0 to 10 Total number of places 109 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. 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