Little Latham House

Little Latham House
Unique reference number (URN): 2871000
Address: 896 Bradford Road, Birkenshaw, Bradford, BD11 2BE
Type: Childcare on non-domestic premises
Registered with Ofsted: 08/12/2025
Registers: EYR, CCR, VCR
Registered person: LITTLE LATHAM HOUSE DAY NURSERY LIMITED
Inspection report: 16 April 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 develop a range of lifelong skills. These skills consistently help prepare them for
their next stage of learning, including school. For example, children learn to put on their own
coats and wellies with gradually less support. Children of all ages, including babies, learn to
drink from open-top cups. Older children confidently help themselves to drinks throughout
the day when they feel thirsty.
Children who start the nursery at different starting points than their peers rapidly catch up.
Children are becoming confident communicators. They are confident engaging with their
friends and other adults. Children with special educational needs and/or disabilities make
clear progress.
Children experiment with wearing a uniform in preparation for starting school. This helps
them to understand how this might feel different from their everyday clothes. Children are
becoming increasingly confident in managing their own personal care needs. Older children
happily use the bathroom independently.
Curriculum and teaching Strong standard
Leaders have a clear oversight of the curriculum and its delivery. They provide effective
training and monitoring. This ensures teaching is of a consistently high quality. Staff carefully
consider children's next steps in learning when planning and implementing activities. For
example, they plan engaging activities for toddlers to further develop their fine motor skills.
Children excitedly use small tools to break up the ice and free the animals. Children become
highly engaged in this activity that supports their physical development.
Staff are skilled at teaching in the moment and use the environment. For example, a
ladybird lands within an activity. Staff talk about the ladybird in more detail. They explain to
children that they should not touch it and should be kind.
Children benefit from well-planned activities in the local community. For example, they visit
the local library to borrow books about spring and different bugs. They follow up on these
activities in the setting. For example, staff teach preschool children about the life cycle of a
butterfly. This helps teach children about nature and the changing of the seasons.
There is a consistent approach to supporting children with special educational needs and/or
disabilities (SEND). This means all staff implement strategies to support children with SEND.
As a result, children with SEND make progress in their learning through well-thought-out
interactions.

Expected standard
Behaviour, attitudes and establishing routines Expected standard
Staff and leaders have high expectations for children's behaviour. Any incidents are dealt
with promptly and calmly. Children are reminded to be kind to each other and other living
things, such as the ladybird that flies into an activity. During activities, staff support children
when they want something another child has. They calmly suggest they wait until their friend
has finished or offer an alternative. Children have formed warm and trusting relationships
with staff, who act as positive role models.
Leaders understand the importance of regular attendance and ensuring children access
their full entitlement. They work with parents to support them in bringing their children in
early enough to enjoy the full range of activities on offer.
Routines in certain rooms are not yet fully established, especially in the baby room, where
greater consistency is needed. For example, handwashing routines before meals are not yet
fully embedded and take too long. This means children do not consistently know what is
happening next. Some wait for an unreasonable length of time for their age. That said, some
routines, particularly with older children, are embedded well. These children know what to
do when they first arrive at the setting. They confidently change into their nursery shoes,
ready to start their day.
Children's welfare and wellbeing Expected standard
Leaders make sure that all policies and procedures prioritise children's welfare and
wellbeing. They create safe spaces for children both inside and outside. Children have
dedicated and well-equipped outdoor spaces that further enhance their learning. Leaders
and staff are aware of guidance around ensuring safe sleep routines. However, the
placement of beds and cots are not always carefully planned, which can lead to babies' rest
being disturbed.
A dedicated kitchen team ensures a healthy and varied diet is provided. Staff teach children
about how to keep themselves healthy. For example, they teach children about the
importance of brushing their teeth. Staff teach children to understand their own emotions.
They encourage them to talk about how they are feeling and children are confident to do so.
For example, children confidently tell staff they are feeling happy today.
Children are learning positive hygiene practices. For example, staff teach children the
importance of hand washing from an early age. However, the process of doing this within
the baby room is not well established. Although babies are taught good hygiene practices,
some children wait too long while waiting for everyone to wash their hands. Meal times are
social occasions in which staff and children discuss their day and what they are eating.
Inclusion Expected standard
Leaders support staff to identify when children may need extra support. Those with oversight
for special educational needs and/or disabilities (SEND) are knowledgeable. They have

completed specialist training to support them in the role. Leaders complete regular
assessments to identify gaps in children's learning and plan appropriate interventions. They
regularly review these interventions to ensure they are having the desired impact. Additional
funding, such as early years pupil premium is used effectively for the children for whom it is
intended for. As a result, these children make steady progress in relation to their starting
points.
Staff work with specialist professionals where necessary such as physiotherapists. They
ensure they carry out these professionals' guidance to support children where required. Staff
engage with parents to ensure they are kept informed of their child's progress. However, due
to recent changes of policies around the use of images, not all parents receive the same
daily information. This means parents cannot always visibly see the progress their child is
making.
Strategies are in place to support individual children such as those who face challenges in
communicating. Staff have implemented strategies to support individual children. For
example, staff use physical objects as a visual aid to help those who do not fully understand
the words. Those with more experience and knowledge ensure strategies are understood
and implemented by staff. They monitor these strategies to ensure they remain effective and
are delivered in the correct way.
Leadership and governance Expected standard
Leaders understand the setting's strength and areas for development. They continuously
reflect on the provision and how they can make improvements. They acknowledge the work
required around further establishing routines. Staff feel well supported in their roles and
complete regular training to ensure their knowledge remains up to date. Leaders conduct
regular supervisions with staff to support them to air any concerns. They are aware of the
pressures on staff and are mindful of their workload. For example, they ensure staff with
additional responsibilities have time to fulfil these duties.
There is an effective induction process in place. Many staff transferred from the company's
other setting. New staff received in-depth training before the setting opened. They were
guided by mentors and had the opportunity to observe high-quality teaching. This has
helped staff to deliver a high quality curriculum and ensure there is a consistently high level
of teaching.
As a new setting, leaders have pro-actively sought feedback from parents. They typically
engage well with parents, providing regular updates and feedback. Due to recent changes in
policies around images, some parents no longer receive photos. This means they do not get
the same quality of feedback as other parents.

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 are happy and safe within the nursery. They confidently come into the nursery and
separate from their parents and carers. Children find their indoor shoes as they are greeted
by friendly and welcoming staff. Children have formed warm and trusting relationships with
staff.
Children's individual and personal care needs are tended to effectively. There is a well
embedded key person system in place. As a result, staff know their key children particularly
well. Babies enjoy the comfort of sitting on staff's knee as they enjoy a bottle of milk. All

Inspector:
Amy Whiting
About this setting
children benefit from consistently well planned activities that support children's gaps in
learning. For example, activities support children's fine motor skills as they search for
pretend bugs in a tray. This also supports their communication and language as staff
engage in their play and support a breadth of language. Children's learning is supported well
in the moment. They share excitement with staff as a helicopter flies overheard as they
discuss where it might be going.
Children benefit from a well planned curriculum. This focuses on all areas of learning and
teaches children about the world around them. For example, staff teach pre-school children
words in other languages such as French and Spanish. This helps to broaden the curriculum
further. Staff enthusiastically sing a a range of nursery rhymes and songs which help to
develop their communication and language.
Children with special educational needs and/or disabilities are supported well and included
in activities. Staff recognise children who may face other barriers to their learning. They work
closely with parents and carers to find out how children can be supported best. Staff use
additional funding to further support children. For example, they buy additional resources to
support children's understanding of emotions. Staff work collaboratively with parents to
ensure children attend their full sessions and don't miss out on the range of activities.
Next steps
Leaders should review and develop the daily routines and care practices, particularly
within the baby room.
Leaders should develop strategies to ensure parents are consistently informed of their
children's progress and learning.
About this inspection
The inspector/inspectors spoke with staff, leaders the special educational needs co-
ordinator 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.

Unique reference number (URN): 2871000
Address:
896 Bradford Road
Birkenshaw
Bradford
BD11 2BE
Type: Childcare on non-domestic premises
Registration date: 08/12/2025
Registered person: LITTLE LATHAM HOUSE DAY NURSERY LIMITED
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:45
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 16 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
48
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