New Moon Nursery Warmfield
New Moon Nursery Warmfield is a day nursery in Wakefield for children aged 0 to 4, with 73 registered places. Ofsted report card, 17 June 2026: Strong standard in 6 areas; safeguarding standards met.
Low Farm, Warmfield Lane, Warmfield, Wakefield, WF1 5TN
Key facts
- Type
- Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
- Ages
- 0 to 4 (Ofsted childcare register, as at 30 June 2026)
- Registered places
- 73 (Ofsted childcare register, as at 30 June 2026)
- Registered
- 5 August 2024 (Ofsted childcare register, as at 30 June 2026)
Opening hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Source: Ofsted report, inspection on 17 June 2026
Who runs it
New Moon Nursery Warmfield is run by New Moon Nurseries Limited (Ofsted register).
Latest inspection
- Inclusion: Strong standard
- Curriculum and teaching: Strong standard
- Achievement: Strong standard
- Behaviour, attitudes and establishing routines: Strong standard
- Children's welfare and wellbeing: Strong standard
- Leadership and governance: Strong standard
- Safeguarding standards met
Source: Ofsted, inspection on 17 June 2026. Contains public sector information licensed under the Open Government Licence v3.0.
What it's like to be a child at this setting
Children thrive at this nurturing and inclusive setting. They are confident and respectful of one another. Children, including those with special educational needs and/or disabilities, those who face barriers to their learning and those known or previously known to children's social care, arrive and settle quickly into the natural rhythm of the day. Children show trust in staff, frequently seeking them out for comforting cuddles or to share play ideas. They feel safe because staff consistently understand their individual needs. Regular attendance helps children to develop secure attachments and become familiar with daily routines, staff and peers.
Children consistently develop independence. They wash and dry their own hands before mealtimes. Older children put away their own shoes onto the shoe rack when coming in from outdoor play. Children remember to put on sun hats before playing outside. They explore the spacious outdoor environment with curiosity. Children build on their physical skills as they ride bicycles and climb safely down climbing frames. Children are fully immersed in chosen activities, such as den building. They examine natural sticks closely and look at their properties. Children count together and compare lengths using tape measures to see which is longest.
Children learn to care for animals, such as chickens and guinea pigs. They learn about life cycles through these hands-on experiences. Children understand how to clean boots in the boot dip before entering and leaving the chicken coop. Children take pride in their role, tending to the animals. They confidently explain that they need to be careful with eggs. Children prepare to collect eggs independently and put on an apron, explaining that this keeps the eggs safe.
Children thoroughly enjoy rhyme-bag music sessions that build their early communication skills. Babies enthusiastically clap, vocalise and make animal sounds during these activities. Children practise taking turns to pull puppets from a bag, which supports their social development. Through these rich learning experiences, children are consistently well prepared for their next stage in education.
What Ofsted found in each area
Inclusion: Strong standard
Leaders create a highly inclusive environment where children's individual needs are identified and addressed quickly. Targeted staff training in special educational needs and/or disabilities (SEND) ensures that the team can plan precise, specialised interventions, working alongside parents and carers. Staff monitor progress using assessments, such as the progress check for children aged between 2 and 3 years. This enables them to identify development gaps early and establish small, achievable milestones for children.
Leaders act swiftly to secure necessary funding for children who need additional support. They guide families through the education, health and care plan process. Leaders strategically use early years pupil premium funding to support children who face barriers to their learning. For example, children have access to a warm, nutritious meal daily, which directly contributes to their ability to concentrate, providing the energy they need to learn.
Staff adapt the environment effectively to ensure that children can explore and learn safely. Resources and low-level furniture are organised at the right height to promote independent exploration. Consistent safety measures are carefully put into place to reduce risks while still allowing children to explore confidently. Staff use specialised resources to build children's confidence in communicating. For example, visual cues are shown during personal care routines and daily transitions. These support children, including those with SEND and those who face barriers to their learning, to understand what is happening next. As a result, all children make progress in their learning.
Curriculum and teaching: Strong standard
Leaders design an ambitious curriculum that is inclusive for all children. Activities and opportunities cover all 7 areas of learning. These are consistently created to build on, over time, what children know and need to learn next. Staff know their key children well. They use assessments to plan learning around children's unique interests. For example, when children show an interest in dinosaurs, staff encourage them to think critically about their constructions. Staff introduce new words, such as 'enclosures', while children build dinosaur homes out of large wooden blocks. This successfully develops children's physical and communication skills.
Staff promote mathematical language naturally throughout the day by embedding counting into everyday activities. For instance, they count '1, 2, 3, tip' during sandcastle building, to build anticipation and early mathematical understanding. Children develop positive social attitudes. They excitedly join in with group stories, showing a love of books, such as 'Monkey Puzzle'. During these shared story times, children make positive eye contact to express their excitement and anticipation. Younger children initiate games of peekaboo with one another. During role play, older children share resources independently. For instance, children offer brushes to their peers to brush a doll's hair.
Children learn to point to express choices before single words emerge. Older children enjoy looking at books about going to school. Staff liaise closely with local schools to share key development milestones. Leaders ensure continuity for children, including those with special educational needs and/or disabilities and those who face barriers to their learning, as they transition to school.
Achievement: Strong standard
Children consistently make progress across all areas of learning. Younger children learn to use single words to describe actions, such as 'squeeze' during water play. Older children build on this by using complex sentences during guessing games, formulating detailed questions about their peers' appearance.
Physical development is carefully planned to build over time. Babies use soft-play equipment to strengthen core muscles, while older children successfully balance on stepping stones and jump confidently between them. Children who previously could not pull themselves up to standing now confidently access tabletop activities. They learn to lower themselves safely and independently, reflecting significant progress.
Children, including those with special educational needs and/or disabilities, those who face barriers to their learning and those known or previously known to children's social care, make steady progress from their starting points. Children who are developing their speech successfully learn to communicate choices by pointing and using purposeful gestures. They benefit from consistent support, ensuring that all children are well prepared for their next stages of education.
Behaviour, attitudes and establishing routines: Strong standard
Leaders establish high expectations for behaviour from the outset. Children display positive attitudes towards their learning. They are consistently encouraged to try things for themselves, with staff providing supportive guidance when needed. For instance, staff suggest that children use tools to keep play dough steady while cutting. This approach helps children to persist when challenges occur. Regular attendance is encouraged so children can access learning and development opportunities.
Routines are consistently embedded across the setting. For example, children automatically hold handrails on the stairs without prompting. They understand nursery boundaries and rules. Children confidently remind adults to remove outdoor footwear indoors, pointing exactly to where shoes belong. Staff use songs and visual cues to gain children's attention when routines change. Consequently, children understand what happens next during these predictable transitions, ensuring they remain settled, secure and confident.
Children are kind and play together, building on shared play ideas. On occasions when minor incidents arise, staff respond with calm, positive redirection. Children follow these gentle reminders and settle back into play quickly. Mealtimes are calm, relaxed and highly sociable. Children independently choose their own seats and consistently use manners, such as saying 'thank you'. Staff sit at the children's eye level, encouraging conversations about food and supporting with eating when needed.
Children's welfare and wellbeing: Strong standard
Leaders put children's welfare and wellbeing at the centre of what they do. Staff follow advice from parents and carers on weaning, sleep patterns and healthcare plans from the outset. This care meets children's individual needs consistently. Safe sleep practices are robust. Staff remain present to monitor children while they rest. Children are encouraged to learn to keep themselves safe through discussions about the fire pit. They know where they must sit to ensure they stay safe when it is lit.
Leaders manage dietary needs through a colour-coded plate system. Photographs of children with allergies are displayed clearly in the kitchen and nursery rooms, ensuring that everyone can quickly identify children at risk. Children enjoy a healthy, balanced diet and have access to fresh drinking water throughout the day. They participate in teeth-brushing routines and learn about the impact of sugary food on their teeth. Children further explore healthy lifestyles by planting vegetables and watching them grow.
Staff help children to name and recognise feelings, labelling emotions directly during daily interactions. For example, when children appear sleepy, staff say, 'you're tired'. Leaders have introduced a lending library scheme to encourage bedtime reading as a positive alternative to screen time. Information about online safety is provided to parents and carers via a nursery newsletter.
Leadership and governance: Strong standard
Leaders maintain consistent oversight of the nursery and families. They reflect regularly on practice, collaborating with early years professionals and a sister setting to successfully identify where improvements can be made. For example, their introduction of a staggered lunchtime routine ensures that mealtimes are a harmonious experience, keeping all children fully engaged in their learning.
Leaders consistently support less-experienced staff through targeted mentoring alongside more-experienced team members. Regular supervisions provide a supportive space to discuss wellbeing and professional development. New staff receive a full induction that covers essential training, such as safeguarding and paediatric first aid. Furthermore, leaders support staff wellbeing through a dedicated wellbeing day and a 'brighten someone's day' comment board. They regularly celebrate staff success, ensuring that team motivation and morale remain high.
Partnership with parents and carers is a notable strength. Parents are fully involved in their children's learning and next steps in development, helping families to extend children's learning at home. This collaborative approach creates a community that is focused entirely on the needs of the children. Parents deeply value the safe, warm and nurturing environment. Consequently, children grow in confidence and are fully included in the setting.
What the setting must and should do next
The provider should:
- Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.
Ofsted's words, from the report on the inspection on 17 June 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.
Ofsted report cards (England, from November 2025)
Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.
The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.
Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.
Source: Ofsted reports
Funded childcare hours in England
All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.
Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.
Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.
The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.
Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)
Other nurseries nearby
- Earlybirds Daycare - Day nursery, Normanton WF6 1AG, ages 0 to 4, 68 places, 1.0 milesOfsted, 6 September 2024: Good overall; safeguarding is effective
- Kids Planet Queen Street - Day nursery, Normanton WF6 2DQ, 123 places, 1.2 miles
- Super Star Sport St John - Pre-school, Normanton WF6 2HZ, 1.5 miles
- Little Learners Crofton - Day nursery, Wakefield WF4 1NN, 22 places, 1.7 milesOfsted, 11 November 2016: Good overall
- Kids Planet Altofts Baby House - Day nursery, Normanton WF6 2NN, ages 0 to 1, 15 places, 1.7 milesOfsted report card, 9 June 2026: Strong standard in 5 areas, Expected standard in 1 area; safeguarding standards met
Schools nearby
- Newlands Primary School - Primary, 0.8 miles
- Normanton Junior Academy - Primary, 1.1 miles
- Outwood Academy Freeston - Secondary, 1.2 miles
- Sharlston Community School - Primary, 1.2 miles
- Streethouse Junior, Infant and Nursery School - Primary, 1.2 miles