URN 2516104 · Inspected 2026-09-17 · Published 2026-10-16 · Inspector: Miriam Caldecott
Blessings Day Care & Nursery Unique reference number (URN): 2516104 Address: 31 Cornwall Road, Bradford, Yorkshire, BD8 7JN Type: Childcare on non-domestic premises Registered with Ofsted: 19/02/2019 Registers: EYR Registered person: Blessings Day Care & Nursery Ltd Inspection report: 17 September 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, including those with special educational needs and or disabilities, and those children who may face other barriers to their learning, make steady progress across all areas of learning. They develop their language skills through staff interactions and learn a range of stories and rhymes. Children begin to develop an understanding of the sequence of stories. They share their knowledge of what happens next in familiar stories. They generally develop the skills they need for the next stage in their learning, including school. Children enjoy playing and exploring the environment. They display a positive attitude to their learning and are eager to try new activities. Children demonstrate typical levels of concentration as they take part in a range of daily activities. For example, children keep on trying when learning to use a syringe in the water tray. Staff model how to use the syringe and encourage children to 'use all their power' when pressing the plunger. Children persevere and laugh with their friends as they shout 'power', as they press the plunger and squirt the water towards the wall. Behaviour, attitudes and establishing routines Expected standard Leaders have high expectations of children's behaviour. Behaviour is generally positive and children learn to get along with others as they play together. Staff share clear rules and boundaries for children to follow. For example, staff remind children not to rock on their chair as they may fall. Occasionally, when children need support to manage their behaviour, staff respond sensitively and appropriately to individual needs. For example, staff get down to children's levels, use distraction or offer alternative resources, as they help to guide children away from any conflict. They support children to re-engage in other activities. Children have positive attitudes to their play and keep on trying when things prove difficult. For example, children show determination when using tools. Staff offer clear explanations and demonstrate how to use the tools. They encourage children to have a go and practise the skills to use the tools effectively. Leaders have introduced new routines to support children during key transitions. Staff make appropriate adaptations for children with special educational needs and/or disabilities and those who may face other barriers to their learning. For example, they use visual aids to help children understand what is happening next. Generally, these work well. However, some routines still need further consideration so that children's transition times do not become too busy. Leaders work with parents to encourage regular attendance and arrival times. They have recently shared the importance of routines with parents to ensure children do not miss key parts of the day. Children's welfare and wellbeing Expected standard Staff meet children's needs well. They form positive relationships with children and their families, including those with special educational needs and/or disabilities and those children who may face other barriers to their learning. Children quickly form positive bonds with key staff. Babies go to them for support when needed and use them as a secure base to explore the environment. Staff respond with warmth and care to their individual needs. Leaders promote children's physical development. Children enjoy daily physical activities to develop their large muscles. Leaders have recently introduced a new menu that promotes healthy and nutritious meals. Parents comment on the positive changes that have been made. Staff talk about healthy foods at mealtimes and when reading stories. They help children identify foods that contain a lot of sugar, and which foods are a healthier choice. For example, when reading 'The Very Hungry Caterpillar', staff help children identify the foods with high sugar and that the fruit is a healthy option. Staff support children's emotions. They talk to children about how they are feeling. Children learn to identify and name their emotions. Children develop healthy routines. For example, children learn to wash hands before eating and staff encourage older children to wipe their own noses. However, staff do not consistently model or support children to understand the need to wash hands after wiping their noses. Children's sleeping and eating routines now safely support children's needs. Staff have a clear understanding of safer-sleeping guidelines and follow safer-eating practices to keep children safe. Curriculum and teaching Expected standard Overall, the curriculum is well designed and supports all areas of learning and development. Generally, leaders and staff understand what they want children to know and be able to do. Leaders ensure assessment is used to support children's learning. Staff are clear on children's individual next steps. This helps children to make typical progress. Staff focus on babies' and children's personal, social and emotional development and ensure that they feel safe. Children develop positive relationships with their key person. Staff promote children's language and communication skills well, including those children with special educational needs and/or disabilities and those who may face other barriers to their learning. They adapt their teaching appropriately and use language that meets children's level of development. They speak clearly and model new language throughout children's play. For example, staff model and repeat the words, 'pat' and 'roll', while children use the tools with the play dough. Staff incorporate maths into daily routines and activities. Staff count with children at every opportunity. They use the language of shape and volume with children's play. Staff generally sequence learning to meet children's age and stage of development. However, this is not yet consistent for all children. Occasionally, staff use number language that is too advanced for children. This does not help to secure the sequence of learning. Inclusion Expected standard Leaders have made significant improvement in how they support children with special educational needs and/or disabilities (SEND) and those children who may face other barriers to their learning. Processes are now in place to identify gaps in children's learning at an early stage. Systems are in place to monitor children's progress and children's SEND needs are typically met well. Staff receive suitable training and support to implement this approach. They plan appropriate next steps for children. Staff share these with parents. They review children's next steps regularly. Where children are found to be meeting these, staff plan new next steps effectively. Typically, the support that staff provide reduces the barriers to children's learning. Children receive the support they need to meet their individual needs. Children with SEND, and those who may face other barriers to their learning, are included in daily routines. Staff make appropriate adaptations where needed. However, occasionally, staff do not consistently support children with SEND during group times. Staff do not consistently offer alternative support to help keep children engaged. Staff receive training to help them understand and implement the strategies that children need. For example, staff use objects and picture cards to help children understand what is happening next. Leaders now work closely with the local authority, parents and outside agencies to help support children's individual care and learning opportunities. Leadership and governance Expected standard Leaders have made significant progress since the last inspection. A new early years lead and area special educational needs coordinator are now in place. Leaders have created a clear and ambitious curriculum. Staff are clear on what they want children to learn and achieve. This is having a positive impact on all children's experiences, including those with special educational needs and/or disabilities (SEND) and those children who may face other barriers to their learning. Overall, leaders have an accurate understanding of the quality of the curriculum and teaching in the setting. They continue to develop a clear action plan to further embed improvements. Leaders consider staff's wellbeing and workload. Staff report feeling well supported in their roles, and morale is high. Arrangements are in place to support staff's ongoing professional development. Staff have recently completed a wide range of training. This is having a positive impact on children's experiences at the nursery. Leaders typically work in partnership with parents and share information about children's development during daily handovers. Parents speak positively about the learning and care their children receive, particularly for those children with SEND. Leaders engage positively with parents and the community. They have included parents' views in the recent changes following the last inspection. Parents comment positively on the changes and appreciate the opportunity to come into the nursery and see the environment their children are learning in. Leaders work collaboratively with other agencies to support children's individual needs, including those with SEND and those who may face barriers to their learning. What it's like to be a child at this setting Children, including those with special educational needs and/or disabilities (SEND) and those who may face other barriers to their learning, are calm, happy and engaged in their learning while at this nursery. Staff build positive relationships with all children and their families. They find out about children's home routines, feeding preferences and their individual likes and dislikes before they start. This helps children to settle quickly. Leaders promote regular attendance and punctuality. This helps children to attend regularly and take part in all aspects of the day. Children feel safe and secure as they explore the nursery, checking in with their key person when needed. Children learn the simple rules and boundaries of the nursery. For example, children learn to sit on their bottoms when listening to the story, so that everyone can see the book. Staff plan and teach the curriculum to give children, including those with SEND, and those children who may face other barriers to their learning, the knowledge and skills they need for the next stage in their learning. Children build on the skills they learn as they move through the nursery. For example, at lunchtime, staff encourage babies to try and feed themselves. Toddlers begin to develop self-help skills as they confidently feed themselves using a spoon and fork and begin to self-serve. Older children learn to use a knife and fork. Staff clearly model the skills they need to use the knife correctly. Children watch this before attempting to have a go themselves. Children show increasing levels of independence. Children develop their physical skills. Staff provide opportunities for daily activities to help children develop their large and small muscles. For example, staff hold babies' hands as they learn to walk. They offer praise and encouragement, as babies begin to take their first steps. Children enjoy the outdoor area. They learn to kick a ball and chase after their friends. Older children strengthen the muscles in their fingers as they squeeze a pipette, when mixing colours with paint. Children develop the skills they need for their move on to school. Next steps Leaders should support staff to consistently identify how they can adjust the learning routine for children with special educational needs and/or disabilities so that they can continue to be engaged in learning, particularly during group time. Leaders should build on staff's knowledge of the curriculum, particularly in maths, so that they are clear on what leaders intend for them to teach all children. Inspector: Miriam Caldecott About this setting Unique reference number (URN): 2516104 Address: 31 Cornwall Road Bradford Yorkshire BD8 7JN Type: Childcare on non-domestic premises Registration date: 19/02/2019 Registered person: Blessings Day Care & Nursery Ltd Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:45 Local authority: Bradford Leaders should continue to review how routine times of the day are organised to provide children with a calmer environment during transitions. Leaders should strengthen hygiene practices across the nursery, with particular reference to ensuring children and staff wash their hands after blowing their noses. Leaders should continue to monitor and embed the recent changes to ensure consistency across the nursery. About this inspection The inspector spoke with the leaders, managers, staff, 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 17 September 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 72 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