Hikmat Nursery

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Hikmat Nursery.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Hikmat Nursery.

To see all our data you need to click the blue button at the bottom of this page to view Hikmat Nursery on our interactive map.

About Hikmat Nursery

Name Hikmat Nursery
Ofsted Inspections
Address Indian Muslim Welfare Society, Al-Hikmah Centre, 28 Track Road, Batley, Yorkshire, WF17 7AA
Phase Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority Kirklees
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are warmly greeted by staff at this caring and inclusive nursery.

They receive cuddles from the staff after saying goodbye to their parents at the door. Staff ask the children how they are feeling, and they are attentive to children's needs as soon as they arrive. As a result, children settle quickly.

There are high expectations for all children. Staff provide a broad range of learning experiences to meet the needs and interests of all children. As a result, children become engaged in their learning and make good progress.

The programme of activities and experiences is carefully thought out. For examp...le, children revisit stories that they have previously heard. Children talk about books that they know and name the characters.

They learn to enjoy stories. Children make cups of tea in the role play area after reading 'The Tiger who came to Tea'. Their mathematical skills grow as they fill and empty containers or count the cups of tea.

Children behave well in the nursery. They take part in activities that promote their listening skills. For example, children eagerly wait for instructions from staff as they play a parachute game together.

They delight in hiding under the parachute when it is their turn.

What does the early years setting do well and what does it need to do better?

Staff broaden children's experiences by taking them on outings into the local area. For example, children enjoy visits to the dentist, the bakery and library.

They regularly visit the local residential home for older people. Children play games and build friendships with the residents. They develop an understanding of their community.

Children learn about the differences that they have with others.Children have many opportunities to play imaginatively and widen their vocabulary. For example, they pretend to cook in the outdoor play kitchen.

Staff play alongside them and engage children in conversation. They speak clearly to children, and emphasise key words that they want children to learn. However, much of children's play is often led and guided by adults.

This limits the opportunities that children have to develop their independent thinking skills and their ability to solve problems.Staff act as excellent role models for children. They teach children good manners and support them in learning how to share.

Staff talk about emotions with children. This helps children learn to understand and manage their own feelings and behaviour.Children receive daily opportunities to be physically active.

There is a well-resourced outdoor area in the grounds of the nursery. However, children's time outdoors is limited to short periods. On occasion, staff interrupt children's learning and play, due to the routines of the nursery.

Consequently, children do not have enough time to build on their learning during independent play.Parent partnerships are highly effective. Parents receive newsletters from the nursery.

They receive information about their children's progress through an online app. Parents are able to attend regular meetings with their children's key person to discuss their development. Staff provide activity packs for parents to complete with their children.

Parents are well supported in helping their children to continue their learning at home. They say that staff are friendly and approachable.Children with special educational needs and/or disabilities (SEND) receive good levels of support from staff.

Staff know children well. They regularly assess their progress. This allows children who need additional help to be quickly identified.

Managers and staff successfully work with outside agencies and parents. They plan targeted activities that meet the specific needs of children. Staff have specialist training to help them support children with SEND.

Managers have a clear oversight of the setting. Staff take part in regular supervision sessions. This allows them to discuss and plan for children's next steps in learning.

Staff work towards personalised targets to help them further improve their teaching skills. Managers work with an adviser from the local authority as part of their continuous plans for improvement.


The arrangements for safeguarding are effective.

Managers and staff take their safeguarding responsibilities seriously. Staff know many signs and symptoms of abuse and neglect. They clearly understand the procedures that they must follow if they feel a child is at risk of harm.

Staff understand the importance of whistle-blowing if they have concerns about other staff members or managers. Staff practise regular fire evacuation drills with children. They carry out headcounts of children when moving from indoors to outdoors and vice versa.

Staff carry out detailed risk assessments for the nursery and for outings. This ensures children's safety in the nursery and when on trips out of the setting.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: provide learning opportunities that challenge children further and allow them to develop their ability to think about and solve problems review the use of daily routines, to provide children with more time to explore activities of their own choosing and to strengthen their learning.

  Compare to
nearby nurseries