← Ofsted Nursery Tracker

Mindful Me Nursery

URN 2742771 · Inspected 2026-03-13 · Published 2026-05-13 · Inspector: Charlotte Whalley

Safeguarding met Childcare on Non-Domestic Premises, Full day care source PDF ↗ provider page on ofsted.gov.uk ↗

Grades by area

Achievement

Strong standard
Children make swift and secure progress, especially in areas that will help them most when they move on to school. This is particularly notable for children who arrive at the setting with barriers to their learning and development or those who have previously faced difficulties in their early childhood. For example, children who once struggled to manage their emotions and behaviours now show great kindness and empathy and get along very well with their peers. Younger children show their secure communication and language development. Babies quickly copy new words and sounds that they hear around them. Children who are learning how to have a conversation with another person start to use expression and tone in their voices, depending on the emotion they are conveying. Babies use actions to communicate. They wave when someone new enters or leaves the room. From a young age, children build firm foundations for their future learning and development.

Children's welfare and wellbeing

Strong standard
Leaders have made sure there is a constant and consistent approach to promoting children's welfare and wellbeing. The support that staff give children to understand and manage their emotions is highly impactful. Some children need this support more than others, and the work that staff have done specifically around this aspect of children's learning and development is well developed. For example, children soon calm as they sit with a familiar member of staff and explore the items in a mindfulness box. They listen to staff read stories about characters who are feeling a similar way to them. This helps children to understand and normalise their emotions. Staff use resources that make different sounds to help children convey how they are feeling through their different senses. These methods are well thought out by leaders, and staff's implementation of them is effective. Leaders have responded to what they know about local health concerns. Staff use their knowledge from recent training to promote children's good oral health. They do this through discussions about healthy food while children eat and by providing toothbrushes and toothpaste for children to brush their teeth where consent has been obtained from parents. Children are forming healthy habits from a young age. Staff plan opportunities for children to participate in play, which supports their understanding of how to manage risk. During forest school sessions, staff teach children to wear safety goggles when they use tools. During outdoor play, children recall that plants need water like they do to grow and stay healthy.

Inclusion

Strong standard
Leaders quickly recognise when children or their families need extra help to fully benefit from what the setting has to offer. They work tirelessly to remove barriers for children and their parents where personal struggles are identified. Parents report how they have built trusting relationships with leaders and staff and feel comfortable leaving their children. This in turn enables children's regular attendance and supports their overall achievement. Staff take into consideration the needs of all children when planning activities. For example, babies who cannot yet stand are not at a disadvantage because staff bring creative activities to their level on the floor. Staff tailor their approach for children who face barriers and implement individual learning and support plans that specifically target children's areas of need. Staff use additional funding that children are entitled to wisely. They buy resources that help children reach their learning goals and to offer children experiences through outings that they may not ordinarily have access to. Staff who support children with special educational needs and/or disabilities are well trained and highly effective in what they do, for example in delivering focused small groups that target specific areas of children's development where gaps are emerging. Leaders evidence how all children, regardless of any vulnerability, are making excellent progress and are well prepared for their future educational journeys.

Behaviour, attitudes and establishing routines

Expected standard
Staff use effective methods to support children's developing positive behaviours. Children know what is expected of them and are clear about the routines of the day. For instance, when staff bang a gong, children know they have 5 minutes left to play, and then they start to tidy away. For children who need extra support to understand these expectations, staff adapt their practice and use visual prompts in addition to banging the gong. Children thrive when given praise. Staff offer this regularly, which encourages children's continued good behaviour. Staff are attentive to children's needs. For instance, they do not rush when children need a cuddle. This practice helps children form secure relationships with staff. It shows children ways that they can get along well with their peers and make others feel valued and important. Sometimes, children lose their focus on learning when the environment around them is distracting. Staff do not always consider this when trying to engage children in activities. Linked to this, sometimes, staff distract children from their learning by taking them away to complete other tasks. During these times, children's attitudes to their learning are less positive. Leaders explain to parents that their children may lose some of their funded early years entitlement if they do not attend regularly and on time. This helps to promote children's good attendance.

Curriculum and teaching

Expected standard
Staff implement a clear and appropriate curriculum. For babies, staff focus on the areas of development that they need to secure before other learning can build. Children's communication and language development is a particular focus, and babies are showing secure development in this area. Leaders regularly review the curriculum design in line with children's ages and stages of development, and adaptations are made. For example, in preparation for their transition to the next room, staff teach older babies to wear an apron for their messy play, which helps their personal development. Children learn new physical skills, such as yoga, from visitors that leaders invite into the setting. Children who need targeted support receive this. Staff deliver evidence-based programmes through small-group times. They focus on supporting skills such as sharing and turn-taking, and there is a constant emphasis on promoting children's speech development. Through small-group activities, staff also teach mathematical concepts, for instance size and number. Staff's adapted teaching for children with special educational needs and/or disabilities is making a notable difference on their development. Some children benefit from one-to-one time with staff to regulate their emotions as part of their learning. Less confident staff benefit from the coaching and mentoring that leaders provide. This is having a positive impact on their practice and is developing their abilities. Continued input is needed from leaders to ensure consistent high-quality interactions between some staff and the children they are caring for.

Leadership and governance

Expected standard
Leaders have targeted plans in place for all children who face barriers in their learning. This may be because of children's special educational needs and/or disabilities, or other lived experiences. For example, they ensure an easy transition for some children who have previously experienced turbulence or trauma. These support plans include input from external agencies when needed. Leaders understand the needs of the community in which they operate. They know that some families need extra support to understand how they can be involved in their child's care and learning. Although leaders have strategies in place, such as parents' evenings and play sessions, these are not wholly effective in engaging all parents. Staff and leaders undertake relevant training to help them in the role, for example around how they can best support children's emotional wellbeing. Staff use their learning from training to ensure that children make secure progress. Staff report how they enjoy their work and show commitment and dedication. They feel supported by leaders and listened to. Leaders provide staff with access to priority health schemes and mental health support. This helps to maintain a healthy and happy staff team.

What it's like to be a child at this setting

Children delight in the activities that staff provide and quickly become immersed in learning. Younger children explore yogurt and food colouring. They make 'yogurt-paint' and practise using their large muscles as they swipe paintbrushes across the floor, making marks and mixing new colours. Staff are close by to give younger children the emotional support and reassurance that they need to play alongside their peers. They copy the new language that they hear from staff, such as 'tap, tap, tap'. Children look proud as staff praise their efforts. Older children enjoy their learning outdoors. They use their imaginations to drive a pretend car. Children respond to the questions that staff pose to extend the narrative. They decide they are going to drive to see the dinosaurs. Children thrive when participating in forest school sessions. They become deeply involved in new experiences that staff know they do not get elsewhere. Children show their empathy for living things. They explain that they do not want to hurt a plant as they gently pull its roots from a pot. Children forge close relationships with staff. They feel safe. For example, they enjoy cuddles when they first arrive at the setting and are calmed and comforted through staff's one-to-one support when they get frustrated and cross. Children who need extra support and care particularly benefit from this. Children make secure progress throughout their time at the setting and are well prepared for their future educational journeys. They confidently demonstrate self-care skills, such as washing their hands before they eat. Children learn how to get along well with others, which will support them in the future when they want to make new friends.

Next steps

Leaders should review the wider environment and the arrangements for children's learning to promote children's focus on their learning and limit distractions. Leaders should continue their support for less confident staff to raise the quality of teaching interactions to the same level across the setting. Leaders should increase their focus through their partnership working with parents to support children to thrive in all areas of their development.

About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents and children 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

URN
2742771
Address
291 Liberty Road Leicester LE3 6NP
Type
Childcare on Non-Domestic Premises, Full day care
Registration date
15/09/2023
Registered person
Mindful Me Nursery Group Ltd
Register(s)
EYR, CCR
Operating hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority
Leicester

Facts and figures

Age range at inspection
0 to 4
Total places
56

Data from 13 March 2026

Raw extracted PDF text 
Mindful Me Nursery
Unique reference number (URN): 2742771
Address: 291 Liberty Road, Leicester, LE3 6NP
Type: Childcare on non-domestic premises
Registered with Ofsted: 15/09/2023
Registers: EYR, CCR
Registered person: Mindful Me Nursery Group Ltd
Inspection report: 13 March 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 make swift and secure progress, especially in areas that will help them most when
they move on to school. This is particularly notable for children who arrive at the setting with
barriers to their learning and development or those who have previously faced difficulties in
their early childhood. For example, children who once struggled to manage their emotions
and behaviours now show great kindness and empathy and get along very well with their
peers.
Younger children show their secure communication and language development. Babies
quickly copy new words and sounds that they hear around them. Children who are learning
how to have a conversation with another person start to use expression and tone in their
voices, depending on the emotion they are conveying. Babies use actions to communicate.
They wave when someone new enters or leaves the room. From a young age, children build
firm foundations for their future learning and development.
Children's welfare and wellbeing Strong standard
Leaders have made sure there is a constant and consistent approach to promoting
children's welfare and wellbeing. The support that staff give children to understand and
manage their emotions is highly impactful. Some children need this support more than
others, and the work that staff have done specifically around this aspect of children's
learning and development is well developed. For example, children soon calm as they sit
with a familiar member of staff and explore the items in a mindfulness box. They listen to
staff read stories about characters who are feeling a similar way to them. This helps children
to understand and normalise their emotions. Staff use resources that make different sounds
to help children convey how they are feeling through their different senses. These methods
are well thought out by leaders, and staff's implementation of them is effective.
Leaders have responded to what they know about local health concerns. Staff use their
knowledge from recent training to promote children's good oral health. They do this through
discussions about healthy food while children eat and by providing toothbrushes and
toothpaste for children to brush their teeth where consent has been obtained from parents.
Children are forming healthy habits from a young age.
Staff plan opportunities for children to participate in play, which supports their understanding
of how to manage risk. During forest school sessions, staff teach children to wear safety
goggles when they use tools. During outdoor play, children recall that plants need water like
they do to grow and stay healthy.
Inclusion Strong standard
Leaders quickly recognise when children or their families need extra help to fully benefit
from what the setting has to offer. They work tirelessly to remove barriers for children and
their parents where personal struggles are identified. Parents report how they have built

Expected standard
trusting relationships with leaders and staff and feel comfortable leaving their children. This
in turn enables children's regular attendance and supports their overall achievement.
Staff take into consideration the needs of all children when planning activities. For example,
babies who cannot yet stand are not at a disadvantage because staff bring creative activities
to their level on the floor. Staff tailor their approach for children who face barriers and
implement individual learning and support plans that specifically target children's areas of
need.
Staff use additional funding that children are entitled to wisely. They buy resources that help
children reach their learning goals and to offer children experiences through outings that
they may not ordinarily have access to.
Staff who support children with special educational needs and/or disabilities are well trained
and highly effective in what they do, for example in delivering focused small groups that
target specific areas of children's development where gaps are emerging. Leaders evidence
how all children, regardless of any vulnerability, are making excellent progress and are well
prepared for their future educational journeys.
Behaviour, attitudes and establishing routines Expected standard
Staff use effective methods to support children's developing positive behaviours. Children
know what is expected of them and are clear about the routines of the day. For instance,
when staff bang a gong, children know they have 5 minutes left to play, and then they start
to tidy away. For children who need extra support to understand these expectations, staff
adapt their practice and use visual prompts in addition to banging the gong. Children thrive
when given praise. Staff offer this regularly, which encourages children's continued good
behaviour.
Staff are attentive to children's needs. For instance, they do not rush when children need a
cuddle. This practice helps children form secure relationships with staff. It shows children
ways that they can get along well with their peers and make others feel valued and
important.
Sometimes, children lose their focus on learning when the environment around them is
distracting. Staff do not always consider this when trying to engage children in activities.
Linked to this, sometimes, staff distract children from their learning by taking them away to
complete other tasks. During these times, children's attitudes to their learning are less
positive.
Leaders explain to parents that their children may lose some of their funded early years
entitlement if they do not attend regularly and on time. This helps to promote children's good
attendance.

Curriculum and teaching Expected standard
Staff implement a clear and appropriate curriculum. For babies, staff focus on the areas of
development that they need to secure before other learning can build. Children's
communication and language development is a particular focus, and babies are showing
secure development in this area. Leaders regularly review the curriculum design in line with
children's ages and stages of development, and adaptations are made. For example, in
preparation for their transition to the next room, staff teach older babies to wear an apron for
their messy play, which helps their personal development. Children learn new physical skills,
such as yoga, from visitors that leaders invite into the setting.
Children who need targeted support receive this. Staff deliver evidence-based programmes
through small-group times. They focus on supporting skills such as sharing and turn-taking,
and there is a constant emphasis on promoting children's speech development. Through
small-group activities, staff also teach mathematical concepts, for instance size and number.
Staff's adapted teaching for children with special educational needs and/or disabilities is
making a notable difference on their development. Some children benefit from one-to-one
time with staff to regulate their emotions as part of their learning.
Less confident staff benefit from the coaching and mentoring that leaders provide. This is
having a positive impact on their practice and is developing their abilities. Continued input is
needed from leaders to ensure consistent high-quality interactions between some staff and
the children they are caring for.
Leadership and governance Expected standard
Leaders have targeted plans in place for all children who face barriers in their learning. This
may be because of children's special educational needs and/or disabilities, or other lived
experiences. For example, they ensure an easy transition for some children who have
previously experienced turbulence or trauma. These support plans include input from
external agencies when needed.
Leaders understand the needs of the community in which they operate. They know that
some families need extra support to understand how they can be involved in their child's
care and learning. Although leaders have strategies in place, such as parents' evenings and
play sessions, these are not wholly effective in engaging all parents.
Staff and leaders undertake relevant training to help them in the role, for example around
how they can best support children's emotional wellbeing. Staff use their learning from
training to ensure that children make secure progress.
Staff report how they enjoy their work and show commitment and dedication. They feel
supported by leaders and listened to. Leaders provide staff with access to priority health
schemes and mental health support. This helps to maintain a healthy and happy staff team.

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
What it's like to be a child at this setting
Children delight in the activities that staff provide and quickly become immersed in learning.
Younger children explore yogurt and food colouring. They make 'yogurt-paint' and practise
using their large muscles as they swipe paintbrushes across the floor, making marks and
mixing new colours. Staff are close by to give younger children the emotional support and
reassurance that they need to play alongside their peers. They copy the new language that
they hear from staff, such as 'tap, tap, tap'. Children look proud as staff praise their efforts.
Older children enjoy their learning outdoors. They use their imaginations to drive a pretend
car. Children respond to the questions that staff pose to extend the narrative. They decide
they are going to drive to see the dinosaurs. Children thrive when participating in forest
school sessions. They become deeply involved in new experiences that staff know they do
not get elsewhere. Children show their empathy for living things. They explain that they do
not want to hurt a plant as they gently pull its roots from a pot.
Children forge close relationships with staff. They feel safe. For example, they enjoy cuddles
when they first arrive at the setting and are calmed and comforted through staff's one-to-one
support when they get frustrated and cross. Children who need extra support and care
particularly benefit from this.
Children make secure progress throughout their time at the setting and are well prepared for
their future educational journeys. They confidently demonstrate self-care skills, such as

Inspector:
Charlotte Whalley
About this setting
Unique reference number (URN): 2742771
Address:
291 Liberty Road
Leicester
LE3 6NP
Type: Childcare on non-domestic premises
Registration date: 15/09/2023
Registered person: Mindful Me Nursery Group Ltd
washing their hands before they eat. Children learn how to get along well with others, which
will support them in the future when they want to make new friends.
Next steps
Leaders should review the wider environment and the arrangements for children's
learning to promote children's focus on their learning and limit distractions.
Leaders should continue their support for less confident staff to raise the quality of
teaching interactions to the same level across the setting.
Leaders should increase their focus through their partnership working with parents to
support children to thrive in all areas of their development.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
parents and children 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.

Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Leicester
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 13 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
56
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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