Mrs B's Nursery Ltd

Mrs B's Nursery Ltd
Unique reference number (URN): 2752320
Address: 35 Moat Hill, Birstall, Batley, WF17 0DX
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/10/2023
Registers: EYR
Registered person: Mrs B's Nursery Ltd
Inspection report: 18 February 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 with special educational needs and/or disabilities and disadvantaged children recall
first-hand experiences from life as they play. They make simple rules and take on leadership
roles in role play. They are often deeply involved and are not easily distracted.
Children's communication skills are generally higher than expected for their age. Children
confidently generate rhyming words. For example, they identify that 'dog' sounds the same
as 'frog'. Older children can identify the initial sounds of words and make attempts to sound
out words they want to write. Children are competent in holding pencils using a pincer grip.
Children create repeating patterns with 2 components. They recognise the difference
between tiny and big and use mathematical language in their play. Children's skills and
abilities are reviewed each week. Any gaps in learning are quickly identified and strategies
are put in place to address these.
Behaviour, attitudes and establishing routines Strong standard
Children behave incredibly well and manage their own emotions to a high level. Children are
kind to each other. They share equipment and offer help. Staff comment on acts of kindness.
This helps children to do the right thing again. As children play, they cooperate and ask each
other for help when they need it. Children give each other feedback to improve their work.
When 2 children are playing in the sand, one suggests pushing and patting a specific
section to improve the mountain they are building.
Children listen attentively and follow complex instructions with ease. Staff frequently remind
children about the high expectations. For example, they remind children to hold hands and
keep away from the edge of the pavement as they walk to a local field. During time out in
public spaces, children represent the nursery very well through their consistently impressive
conduct.
Children generally attend well and arrive on time. Leaders have robust plans in place to
check where children are if they do not arrive on time. Staff treat children with respect. They
talk quietly and calmly to children, which helps to support the highly purposeful learning
environment.
Children's welfare and wellbeing Strong standard
Staff are highly attentive to babies' needs. Staff take account of routines set in place by
parents and follow similar patterns. They ensure they talk to parents every day about sleep
and feeding. Babies are happy and regularly fling their body towards the adults they trust for
a cuddle. They laugh from their belly as staff make animal sounds. Babies confidently
instigate further interactions. Staff ask permission before wiping babies' noses, showing high
levels of respect.

Children explore their sensory interests as they play in water, sand and dough. Children
learn about the effect of exercise on their bodies as they take part in active games outdoors.
Staff support children to understand when they need to rest or get a drink. Older children
help themselves to fresh water and inform staff when they feel tired or cold.
Staff frequently remind children how to keep themselves safe as they prepare to go for a
walk, go outside or climb up steps. Children negotiate space effectively and develop
competent control of their body parts. Children have daily opportunities to make their own
tea. They chop fruit and vegetables, demonstrating robust control of cutlery.
Curriculum and teaching Strong standard
The ambitious curriculum is based on books at the centre of it. Books are carefully chosen
to match communication and literacy elements, such as rhyming. Staff read stories with
enthusiasm and expression. They respond to children's emerging interests, adapting
teaching. Leaders check the quality of teaching and accurately identify ways to enhance the
already highly effective skills of staff even further. All children, including those who are
disadvantaged or have special educational needs and/or disabilities (SEND), make rapid
progress from their starting points.
Staff encourage children to count and attempt simple addition. They use mathematical
language and link learning. For example, staff relate a roof structure to a triangle. This helps
to embed children's knowledge of shapes and apply this to their work.
The way that staff extend vocabulary is a real strength of the nursery. Staff emphasise key
words they would like children to focus on. They offer new words that have similar
meanings, extending the vocabulary further. Staff are very precise in their use of language,
frequently naming interesting objects to introduce more complex words. This focus on
vocabulary really supports disadvantaged children and those with SEND to keep up with
their peers.
Inclusion Strong standard
Staff immediately identify when children require additional help and act rapidly if they are
concerned. They work with external organisations to create effective, individual support
plans. Staff discuss concerns with parents. They review children's targeted plans on a
weekly basis. Staff have completed training linked to autism and sensory needs, which
helps them to be even more effective in their interactions with children.
Leaders take decisive action to support disadvantaged children and those with
communication difficulties. They offer additional sessions to children so they can benefit
from more frequent high-quality interactions. This swiftly improves children's learning
outcomes.
Leaders analyse demographics of the local area. They consider this alongside the needs of
the children that attend to decide on the most effective ways to spend additional funding for
disadvantaged children. Obesity is a problem within the community, so leaders use funding
to pay for a sports coach, with the aim of improving long-term health outcomes. The coach

works with children to develop skills such as ball control, balance and moving in a range of
ways. The impact is that children can control their body and hold balance on one body point.
Leadership and governance Strong standard
Leaders are highly enthusiastic about providing the very best education and care. This
enthusiasm dissipates to the entire staff team. Staff speak with real passion about ensuring
that all children gain essential communication and language skills to enable them to
succeed.
Parents say staff have helped them at difficult periods in their life by offering additional
sessions or signposting to services. Staff express their gratitude for the way leaders treat
them with respect and care. They know they can approach leaders because leaders take
their wellbeing seriously.
Leaders are reflective. They use research to inform their practice and policies. Leaders
accurately assess what the improvement priorities for the nursery should be, and they target
staff training to match these. Alongside this, leaders organise unique support and training for
individual staff. Staff say that training about autism has helped them improve their skills.
All feedback from parents is very positive. They comment on how well the staff at the setting
communicate with them. They describe the level of trust they have in staff and say they
know that their children are well cared for. Parents frequently state how impressed they are
with the progress their children make.
What it's like to be a child at this setting
The learning atmosphere has a purposeful buzz. Children focus on the tasks they are
completing and concentrate carefully. Children take pride in their work and delight when staff
give them positive feedback. They persevere as they learn new skills and show happiness
when they achieve something new. For example, when a child manages to cut tape, they
exclaim, 'I did it!' Staff work alongside children, talking to them and creating conversation.
They skilfully extend children's learning all the time through careful questioning. It is clear
that children and staff enjoy learning alongside one another, and this makes the working
environment highly effective. Leaders promote daily attendance so that all children can
make the best possible progress. Children, including those with special educational needs
and/or disabilities, have the skills they need to thrive as they move on to school and beyond.

Inspector:
Ginny Robinson
About this setting
Unique reference number (URN): 2752320
Address:
35 Moat Hill
Birstall
Children are highly independent and feel safe in this nursery. They take care of their own
personal hygiene, such as washing their face and hands. During mealtimes, children serve
their own food and chat to each other. Staff support this social interaction by extending
conversations and facilitating younger and disadvantaged children to join in. Children wash
their plates and cutlery after meals, taking care of the equipment.
Babies confidently respond to familiar music. For example, they rock forwards and
backwards when they hear a familiar rhyme about rowing. Staff notice this. They sing the
words and join with the rocking to acknowledge the baby's interest. Children speak with
confidence and clarity. They take turns in conversation and explain their needs. Children talk
about their ideas and describe what they are going to do next as they improve their work.
They are confident learners, frequently asking questions to find out more.
Next steps
Leaders and those responsible for governance should sustain their work to ensure
continued improvement and high standards. They should focus on creating a
transformational impact on the outcomes and experiences of disadvantaged children,
those with special educational needs and/or disabilities and those who are known (or
previously known) to children's social care.
About this inspection
The inspector spoke with parents, children, staff and leaders 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.

Batley
WF17 0DX
Type: Childcare on non-domestic premises
Registration date: 30/10/2023
Registered person: Mrs B's Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Kirklees
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 18 February 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
12
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