Fenwood House Day Nursery Mapplewell

Fenwood House Day Nursery Mapplewell
Unique reference number (URN): 2849028
Address: 1 Fountain Parade, Mapplewell, Barnsley, S75 6FW
Type: Childcare on non-domestic premises
Registered with Ofsted: 25/06/2025
Registers: EYR
Registered person: Fenwood House Limited
Inspection report: 17 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 progress across the curriculum, particularly in communication and language.
They listen attentively, respond to questions and use an increasing range of vocabulary to
express their thoughts. Children enjoy weekly focus books that support their understanding
of stories and encourages discussions with staff and peers. Babies recognise familiar words,
respond to their names and communicate through gestures and early sounds, while older
children confidently join conversations and speak in longer sentences.
Children show growing independence and resilience, attempting tasks for themselves and
taking pride in their achievements. For example, children serve their own drinks and use
tweezers to pick up their snacks. Disadvantaged children and those with special educational
needs and/or disabilities make positive progress from their starting points and benefit from
support that helps minimise barriers.
Children develop the knowledge and skills needed for their next stage of learning. They
follow routines, manage personal care and begin to apply early literacy and mathematical
understanding, supporting their readiness for school.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff have high expectations for children's behaviour. They promote this
through positive reinforcement, which creates a calm and orderly environment. Expectations
are clear and consistently applied. Children behave well, understand routines and show
respect for others. They respond positively to reminders and are increasingly able to
regulate their own behaviour. Staff model considerate interactions and use strategies to help
children recognise emotions and develop self-control. This builds a culture of kindness and
respect.
Children develop secure attachments with their key person, supporting secure and trusting
relationships. Children seek reassurance from familiar staff, who understand their individual
needs and stages of development. This helps children feel safe and confident to participate
in activities. Children learn to collaborate through shared play, taking turns and cooperating
with their peers. Staff adapt expectations well, including for children with special educational
needs and/or disabilities, ensuring all children succeed.
Leaders promote the importance of regular attendance and punctuality through
conversations with parents. This helps children to settle quickly and benefit from daily
learning. Children show positive attitudes, growing confidence and engagement in their
learning.
Children's welfare and wellbeing Expected standard
Care practices are effective in meeting children's individual needs and supporting their
welfare. Detailed information from families helps ensure care reflects each child's routines,

preferences and circumstances. Disadvantaged children and those with special educational
needs and/or disabilities receive responsive support. For instance, staff provide one-to-one
support effectively to support children who struggle with their emotional regulation. This
helps reduce barriers to children's wellbeing and participation.
Children form secure attachments with their key persons and confidently seek reassurance
when needed. These warm, responsive relationships help children feel emotionally safe and
ready to explore. Staff support children to recognise and express their feelings. For
instance, during group times staff support children to speak about how they are feeling. This
enables children to develop increasing self-awareness and emotional resilience.
Children gain a growing understanding of physical health and personal safety. They practise
good hygiene, engage in regular physical activity and begin to manage age-appropriate
risks. For example, children learn to climb safely on the climbing frame, when playing
outdoors. Daily routines, including sleeping, feeding and personal care, are sensitively
organised around children's stages of development to promote comfort and consistency.
Children demonstrate a secure sense of security, confidence and overall wellbeing.
Curriculum and teaching Expected standard
Leaders have a secure understanding of curriculum quality through regular monitoring,
including room and staff observations. They use this knowledge to make informed decisions
that strengthen teaching and enhance children's experiences. However, at times, staff do
not consistently consider the most effective ways to extend children's learning and build on
what they already know. When this happens, some children do not make the strongest
possible progress.
The curriculum is carefully designed to cover all areas of learning. Leaders ensure they
provide children with a broad and ambitious foundation. For example, babies develop their
fine motor and sensory skills as they handle dough and explore oranges in flour,
encouraging exploration and early hand control. Children's knowledge and skills generally
build progressively over time, preparing them for their next stage of learning.
Staff place a secure emphasis on communication and language. They model vocabulary,
engage children in meaningful conversations and use questions to support thinking. Staff
promote mathematical understanding through everyday opportunities, such as pouring and
filling during water play, alongside counting and identifying shapes and patterns. Leaders
prioritise children's physical, personal, social and emotional development as key to
confidence and independence.
Leaders use assessment effectively to understand what children know and can do.
Disadvantaged children and those with special educational needs and/or disabilities receive
appropriate adjustments, and leaders work with families to reduce barriers and support
secure progress for all children.
Inclusion Expected standard
Leaders have clear oversight of children's progress and regularly evaluate the effectiveness
of support strategies. Where progress is less secure, leaders review plans in partnership

with parents to help ensure children receive the support they need. Leaders identify
opportunities to strengthen strategies for children with special educational needs and/or
disabilities (SEND), improving practice further. For example, external agencies visit the
nursery to provide further guidance. Leaders focus on building effective partnership working
with external professionals to further enhance outcomes for all children.
Support for children with SEND is generally effective. Observations and regular reviews
enable leaders and staff to build an accurate understanding of each child's development.
Staff identify gaps in learning effectively and ensure that children's individual needs benefit
from targeted support and reasonable adjustments, such as using signs and visual aids.
Leaders have recently introduced a sensory room for children for small intervention group
work. This helps to reduce barriers to learning and promote inclusion for all children.
Effective use of additional funding ensures children benefit from high-quality support. For
example, funding is used for additional hours and resources that support children's needs.
Leaders carefully track the impact of this to ensure disadvantaged children, including those
known to children's social care, receive support to participate fully, develop confidence and
make positive progress from their starting points.
Leadership and governance Expected standard
Leaders have prioritised secure foundations to support the smooth day-to-day running of the
nursery. They have embedded clear expectations for practice. Overall, leaders demonstrate
a secure understanding of the nursery's emerging strengths and generally identify
appropriate priorities for development. Leaders take proactive steps to enhance outcomes
for children. For instance, they seek specialist support from external agencies to further
support children with special educational needs and/or disabilities. This inclusive practice
helps to ensure all children are supported to engage and make progress from their starting
points.
Leaders carefully consider staff wellbeing when making decisions. They monitor workloads,
which supports staff through regular supervision and open communication. All staff attend
mandatory training, such as safeguarding. Professional development is prioritised and
strengthens the quality of education and care. For example, recent training enabled staff to
implement new allergy procedures, promoting children's safety. Staff are valued and well
guided in their roles.
Overall, partnership with parents is effective. Parents attend stay-and-play sessions and
receive updates through an online platform and daily conversations. Leaders ensure that
children and their families are welcomed and informed about their child's day. However,
some parents are unaware of their child's key person and next steps in learning. This limits
support for learning at home.

What it's like to be a child at this setting
Children are well cared for in this welcoming and nurturing environment. Leaders and staff
prioritise their wellbeing. Predictable routines and attentive interactions help children feel
emotionally secure and settled throughout the day. Staff warmly greet children on arrival and
children separate from their parents with ease. Children develop positive relationships with
staff and readily seek them out for comfort and reassurance, supporting a secure sense of
belonging. Partnerships with parents are generally effective. Parents share important
information, such as daily routines, likes and dislikes, enabling staff to provide responsive
care that reflects each child's individual needs.
Children develop positive social skills as they learn to share resources and take turns during
play and group experiences. Staff model respectful interactions and gently support children
to recognise and manage their emotions. Children learn alongside their friends and are fully
included in all aspects of the nursery, including those who are disadvantaged or have
special educational needs and/or disabilities.
Children show enjoyment and motivation in their learning. Experiences are thoughtfully
planned to reflect children's interests. For example, children enjoy re-enacting the story,
'We're Going on a Bear Hunt,' as they follow staff, waving ribbons and moving, 'under' and
'over' while giggling with delight. Staff identify potential barriers early and implement
appropriate strategies, such as one-to-one support, helping children make steady progress
from their starting points.
Children achieve well as they grow in independence and confidence, managing tasks such
as washing their hands and serving their own food at snack times. Leaders promote
attendance through regular conversations with parents that reinforce the value of consistent
participation. Children gain the knowledge, skills and confidence needed for their next stage
of learning.
Next steps
Leaders should strengthen communication with parents and carers, so they understand
children's next steps and how to support learning at home.
Leaders should support staff further to recognise and extend learning opportunities to fully
engage children and help them make the best possible progress.
About this inspection
The inspector spoke with leaders, staff, parents and the special educational needs
coordinator during the inspection.

Inspector:
Jennifer Cowton
About this setting
Unique reference number (URN): 2849028
Address:
1 Fountain Parade
Mapplewell
Barnsley
S75 6FW
Type: Childcare on non-domestic premises
Registration date: 25/06/2025
Registered person: Fenwood House Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Barnsley
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 17 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
54
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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