Mulberry Roots Limited

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About Mulberry Roots Limited

Name Mulberry Roots Limited
Ofsted Inspections
Address Offecon House, Bury Road, Haslingden, Lancashire, BB4 5PE
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Lancashire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children thoroughly enjoy their time at nursery. The atmosphere is friendly and welcoming and children benefit from the warm relationships they form with staff. Children of all ages show high levels of confidence and demonstrate that they feel safe and secure.

They quickly acknowledge new visitors to the nursery and are keen to say hello and talk about their day. Staff are highly effective in managing children's behaviour. They use a soft tone of voice to diffuse minor squabbles and maintain a calm environment.

They implement age-appropriate strategies to ensure that children understand. As a result, children's behavio...ur is excellent.Children show wonderfully positive attitudes to their learning.

They are focused and use excellent critical thinking. For example, children carefully consider which blocks to use for their tower. They investigate the pyramid blocks and discard them after determining that they cannot balance more on top.

Staff show high expectations of children, providing plenty of time for children to achieve their goals.

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

Overall, most staff have very clear intentions for children's learning. Planning focuses well on the skills and knowledge children need to learn.

As a result, many activities and resources are well matched to children's needs and they are used effectively to consolidate and deepen children's learning. However, some staff are less clear on what their key children need to learn and therefore, some activities for those children are not always as well matched to their individual learning needs.Leaders and managers are proactive and keen to drive improvement.

However, systems for performance management do not provide the manager with in-depth evaluations of staff practice. As a result, staff are not provided with the highly focused support that they need to help to enhance their practice.Staff are enthusiastic to learn about and introduce new approaches in teaching.

These new approaches have been implemented successfully in the toddler room. Children enjoy playing with natural resources that can be used in a range of ways. In particular, they demonstrate their mathematical knowledge as they recreate the shapes they know using sticks.

Although staff have opportunities to develop their knowledge of how children learn, this is not widely implemented or sufficiently precise to enhance teaching and understanding to an outstanding level.Babies are supported particularly well in their communication and language skills. Staff offer a wonderful narrative, immersing children in new vocabulary and acknowledging their non-verbal communications.

Staff demonstrate clear intentions for developing children's growing language skills and support their progression to embed new words.The curriculum for children with special educational needs and/or disabilities remains ambitious. Staff differentiate their teaching and activities to ensure that all children are involved and included.

This is particularly evident in children's personal, social and emotional development where they have made excellent progress from their starting points. Children have rapidly built relationships with their peers and willingly share resources.Children have stimulating opportunities to learn about the world around them and to develop an understanding and appreciation of difference.

Pre-school children have been learning about Ramadan and some of the observances followed. Staff build on these opportunities to introduce new vocabulary as they talk about fasting and what this involves.Children who speak English as an additional language are supported well.

Staff value the importance of children having opportunities to play and learn in their home language. For example, staff who speak common languages with children seize opportunities to engage in conversation. This also benefits children as they settle into the nursery, promoting their emotional well-being.

Parents speak very positively of nursery practice and the staff team. Parents feel involved in their children's learning and are very happy with the progress their children make. Partnership with other professionals is equally well established.


The arrangements for safeguarding are effective.Although on one occasion the provider did not notify Ofsted of involvement with other agencies, the provider acknowledges this oversight and this had no impact on children. The nursery team remains effective in its safeguarding practice.

Leaders are confident and efficient in managing sensitive safeguarding concerns. Staff are well trained in safeguarding and the manager regularly reviews their understanding. As a result, staff are vigilant and confident in their roles and the procedures to follow in the event of a concern.

Accident reports, including existing injury records, are scrutinised to ensure that any patterns are immediately identified. Secure recruitment processes are in place to ensure the ongoing suitability of staff.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nevaluate the impact of staff practice with more rigour to enhance the quality of education to an outstanding level focus professional development on improving staff knowledge to further enhance curriculum planning and teaching.

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