Strawberries Nursery

Strawberries Nursery
Unique reference number (URN): 2797252
Address: Strawberries Private Daycare Nursery, Eaglesfield Drive, Bradford, BD6 2PY
Type: Childcare on non-domestic premises
Registered with Ofsted: 25/07/2024
Registers: EYR
Registered person: MC Childcare T/AsStrawberries Nursery Ltd
Inspection report: 3 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.

Expected standard
Achievement Expected standard
Children make steady progress in their communication and language development. They
use an increasing range of vocabulary and are developing clearer speech sounds. Children,
including those with barriers to their learning, are well prepared for their next stage in
learning. Children show growing emotional security as they move between rooms and within
daily routines. They form appropriate attachments and are developing confidence in familiar
environments. Children are beginning to develop independence in their daily learning
experiences and take part in simple tasks. For example, they help to prepare for mealtimes
and serve themselves. This helps children to develop their self-help skills. Children show
enjoyment in these responsibilities. They are beginning to take pride in their achievements.
Overall, children demonstrate the skills and attitudes needed to support their ongoing
learning and development.
Behaviour, attitudes and establishing routines Expected standard
Leaders and practitioners have high expectations for all children at the setting. This helps to
ensure it is a positive environment for all children. This is also a shared understanding
between the setting, and parents and carers. Practitioners have a supportive bond with the
children in their care, and their families. They provide parents with detailed feedback at the
end of each session. The setting has a culture of care, kindness and respect. This has been
embedded into the setting due to the leaders' approach. This approach can be seen in all
rooms. Children are supported to collaborate with each other. For example, during
imaginative play, children listen to each other well when pretending to be shop keepers. This
is strengthened by the practitioner's interactions and they support children to build on their
previous learning, before trying new skills. Leaders are aware of the importance of
attendance and punctuality. They monitor this well and share the benefits of consistent
attendance with families. Children enjoy playing games and taking part in the activities in
which the practitioners provide.
Children's welfare and wellbeing Expected standard
Practitioners ensure that care practices are in place to meet children's individual needs,
including wiping noses. Due to the setting having a strong key-person approach, children
have secure and responsive relationships. This is particularly seen in the baby room.
Children recognise and feel comforted by their key person. Children are helped to develop
their physical development by exploring the outdoor area. This has been recently
redeveloped with the children's age and stages in mind. Activities are also offered indoors to
promote physical development, such as threading. Children develop an understanding
around personal safety and health and wellbeing while at the setting. During mealtimes,
practitioners talk to the children about healthy food choices. However, the setting should
continue to embed how they educate children about healthy choices. This is particularly
relevant for the topic of screen time as technology is not used in the setting and therefore
the conversations do not always happen. This will support children to develop healthy life
habits in relation to using technology. Children at the setting typically recognise, express and

manage their own feelings to develop a sense of emotional wellbeing. This is demonstrated
through positive interactions between practitioners and children. Safer sleeping and eating
guidance are followed at the setting. This is part of the setting's every day effective routines.
Curriculum and teaching Expected standard
The curriculum is typically designed to meet the needs of all children. There is a real
emphasis on the love of books in the setting. This is demonstrated through children actively
listening and engaging in discussions regarding familiar stories. The setting also has a high
focus on personal social and emotional development. Practitioners take time to listen to
children's thoughts, ideas and feelings ensuring that they acknowledge them. The outdoor
space has been developed to support children's next steps in their physical development.
Practitioners do not always ensure all activities are organised to meet children's age and
stage of development. This means some children are not able to access some activities
fully, to further build on their skills. Practitioners adapt their practice to ensure children with
special educational needs and/or disabilities can still access the curriculum, such as using
visual timetables and physical objects as prompts. This ensures that children know what is
happening next and prepares them for their next stage in learning.
Inclusion Expected standard
Assessments are carried out by key workers at the setting with oversight from management.
They also have a buddy key-worker system in place. This ensures individual needs are
identified and assessed quickly. Referrals are made in a timely manner for children with
special educational needs and/or disabilities and in partnership with families. Leaders use
early years pupil premium funding with the child's next steps in mind. For example, they
ensure children who do not have outdoor space at home have plenty of access to work on
their gross motor skills. This has shown to have a positive impact on children's physical
development. Leaders ensure there are inclusive practices in place and have introduced
visual aids and individual learning plans to support children. Practitioners take part in
external and internal training. Leaders and practitioners work with external agencies, such
as speech and language teams and social care teams, and put in place strategies to help all
children achieve well.
Leadership and governance Expected standard
Leaders are currently following a 5-year development plan to ensure the space in which they
operate best meets the needs for children they care for. Leaders are aware of the strengths
of the setting and take action to strengthen areas identified for improvement, such as
practitioner's safeguarding knowledge. Leaders have used external agencies, including the
local authority to support with this. This has been shown to have had a positive impact, such
as being able to provide timely interventions for the children to support their development.
Leaders know the children well and what interests them, and use this to support their
decision-making.
Leaders have completed mental health training. They work closely with practitioners and
effectively support their wellbeing. Leaders are aware of workload and encourage
practitioners to regularly feedback how they are feeling. They monitor practice effectively

and identify gaps in knowledge and understanding. This has a positive impact on practice
and therefore the children in their care.
What it's like to be a child at this setting
This setting has a warm and welcoming environment. Practitioners build positive bonds with
the children and their families. The parents are happy sending their children to the setting,
as the children enjoy attending. The practitioners ensure that children are well cared for at
the setting. This is due to the practitioners having positive interactions with the children. The
setting meets the needs of a range of children including those of disadvantage and those
with special educational needs and/or disabilities. The setting works to reduce any barriers
to children's learning by getting to know the child and family before they start so they can put
in place any support they may need. Children are happy to come to the setting and enjoy
engaging in activities on offer, such as painting.
Children enjoy spending time with their friends at the setting. The practitioners support
children to forge positive social skills through role modelling. For example, at lunch time,
practitioners role model conversations. Children look forward to the freshly prepared and
healthy well-balanced meals, which are made on site. Generally, children develop a suitable
range of skills and knowledge across all the areas of learning. Practitioners use a planning
process to help observe and assess children's learning and identify what children need to
learn next.
Next steps
Leaders should support practitioners to promote children's awareness of making healthy
choices, particularly around screen time.
Leaders should ensure that all activities are appropriate for the children's stage of
development to help them build on the skills they already have.
About this inspection
The inspector spoke with leaders, practitioners, special educational needs and/or disabilities
coordinator during the inspection.

Inspector:
Toby Hammond
About this setting
Unique reference number (URN): 2797252
Address:
Strawberries Private Daycare Nursery
Eaglesfield Drive
Bradford
BD6 2PY
Type: Childcare on non-domestic premises
Registration date: 25/07/2024
Registered person: MC Childcare T/AsStrawberries Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Bradford
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 3 February 2026
Children numbers
Age range of children at the time of 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.

0 to 4
Total number of places
57
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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