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Roundabout Nursery

Roundabout Nursery is a pre-school in Driffield for children aged 1 to 3, with 38 registered places. Ofsted report card, 28 August 2026: Strong standard in 6 areas; safeguarding standards met.

Northfield Infant School, Southfield Close, Driffield, YO25 5YN

Roundabout Nursery is at Northfield Infant School.

Key facts

Type
Pre-school (Sessional day care) (Ofsted childcare register, as at 30 June 2026)
Ages
1 to 3 (Ofsted childcare register, as at 30 June 2026)
Registered places
38 (Ofsted childcare register, as at 30 June 2026)
Registered
31 March 2025 (Ofsted childcare register, as at 30 June 2026)

Opening hours

Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

Source: Ofsted report, inspection on 28 August 2026

Who runs it

Roundabout Nursery is run by CJ Nursery Ltd (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 28 August 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 are greeted into the setting by kind and caring staff. Their individuality is celebrated and they are excellently supported. Children are embraced at their stage of development. Through a close partnership, staff work with families to understand the uniqueness of each child. As a result, children gain a personal transition, and staff that understand them. They are given a wealth of opportunities to achieve, belong and thrive. Children show high levels of enjoyment when exploring their own interests. These experiences are shared with each other and familiar adults. Children are encouraged to follow their interests and develop their communication skills. For example, a group of children were heavily captivated when searching for insects. With adult support, they were prompted to share ideas and take turns. Children establish secure and meaningful connections with others. These positive relationships help children feel safe and secure. As a result, they thrive and confidently explore their environment. Children take part in a range of experiences within their community. Parents and carers are pleased with the opportunities their child gains at the nursery. The children go to the library, greengrocers, shops, and enjoy scavenger hunts and walks around their community. Staff use these experiences to deepen learning further. For example, children buy fruit and make their own fruit kebabs. Through these hands-on encounters, children are able to create a sense of belonging within their community. It allows them to deepen their learning through real-life experiences. Children eagerly explore their environment with curiosity and enthusiasm. With adult support, children are encouraged to extend their learning through play. For example, children thoroughly enjoy hunting for insects in the outdoor area. They are prompted to count and think about where the insects might live. On the whole, staff have thoughtful interactions with the children. Children get a range of opportunities to practise their skills and knowledge but are also supported to meet their next steps.

Disadvantaged children gain high levels of tailored support. This is through the bespoke curriculum, resources and strategies that are used by the staff. For example, these include different communication methods, high-interest activities and intentional interactions by staff. As a result, disadvantaged children are understood by the staff members. They can engage with the curriculum at their stage of development.

What Ofsted found in each area

Inclusion: Strong standard

Leaders have an in-depth understanding of special educational needs and/or disabilities and other disadvantaged groups. Through thorough early identification, they can swiftly support barriers to learning and/or wellbeing. For example, children with sensory differences have opportunities to explore textures and food. As a result, children learn to manage their sensory needs, preventing early learning and developmental gaps from widening. This ensures they make steady progress. Assessment is securely embedded. It is consistently used to track the progress, and the developing needs of the children. Leaders work with staff to ensure these tracking documents are continuously used and updated. For example, if a child is not meeting their next steps, this is then scaled back further. As a result, staff ensure that children have tailored small steps that allow them to progress. It also allows children and parents to feel a sense of achievement within their development. Leaders show a highly effective understanding of different funding streams. Funding is used for increased staff ratios, specific equipment and staff training. Leaders regularly review the effectiveness to ensure that it is developing their inclusive offer. Leaders have fostered positive partnerships with parents, carers and professionals. Professionals offer training, advice and ongoing support to develop the practice within the setting. Consequently, the setting is highly inclusive and makes a demonstrable difference to the experiences that each child receives. Leaders strive to ensure they meet emerging and developing needs. Parents feel significantly supported and part of their child's learning.

Curriculum and teaching: Strong standard

Leaders have high expectations for their curriculum offer. A focus on early reading is evident. Staff use stories, songs and rhymes throughout the nursery. For example, children know many nursery rhymes and love to share books with adults. These are then adapted for different age ranges, such as the use of felt books. As a result, children develop a love of reading. Additionally, staff develop early communication and attention skills through the use of books. Leaders have embedded high-quality interactions and curriculum teaching across the provision. Staff engage with children at their stage of development. For example, through targeting children with key words, or extending their learning through effective questioning. Alongside this, staff members use other forms of communication. For example, they use early signs to ensure that all children can develop their own style of communication. Consequently, children can become effective communicators. They are supported across all 7 areas of the early years framework. Staff promote the use of mathematics through these high-quality interactions. For example, by using children's interests and comparing the size of cars, counting bricks or finding one more when counting insects. As a result, children are surrounded by a language-rich environment. They have a range of opportunities to develop their mathematical knowledge and skills. Leaders constantly develop and adapt their curriculum for new cohorts of children. For example, some children have adapted interactions and expectations to meet their stage of development. Additionally, targeted activities, such as scooping, are used effectively. This is to support children holding utensils at lunchtime. The provision is highly inclusive. All children can access the curriculum at their stage of development.

Achievement: Strong standard

Children make excellent progress from their original starting points. Staff have a robust understanding of each child's individual needs and next steps. The needs of all children are consistently reflected upon. This positively affects daily learning opportunities and support. As a result, children gain a range of skills and knowledge at their age and stage of development. This is across each area of learning. From their starting points, disadvantaged children and those with special educational needs and/or disabilities, demonstrate a secure development in their skills, knowledge and understanding. Through targeted support, such as verbal prompts, adapted resources and bespoke curriculums, children make rapid strides in their learning. Additionally, children are well-supported to understand and manage their emotions. As a result of this effective practice, children achieve positive developmental outcomes. They also become emotionally ready to learn. Children are well prepared for daily transitions and moving through the setting. Through meaningful relationships with staff, children develop feelings of safety and belonging. Alongside this, the setting has fully embedded transition arrangements. Consequently, children become confident and resilient learners. They manage transitions, routines and challenge with ease.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have created a warm and respectful environment with high expectations embedded throughout. Staff handle all interactions with care and kindness. They effectively model these qualities to the children. For example, they show genuine curiosity and interests about a child's chosen topic, such as insects. As a result, children feel safe, secure and take interest in each other's thoughts. Staff prioritise emotional development alongside their behavioural expectations. They act swiftly to correct and model positive behaviour. Additionally, they use a range of different strategies to support the children. For example, they use deep pressure, nursery rhymes and songs to calm children. This enables all children to build their emotional awareness. The children's stage of development is always taken into account. Leaders have carefully adapted their routines to maximise their positive impact. For example, children respond to actions, and songs when it is tidy up time. Also, children can follow hygiene routines with ease. Staff have made adaptations for specific learners to support them in building their own routines alongside their peers. Through this, staff are building routines for the children that will deepen their attitudes towards learning and healthy habits. Staff ensure that all interactions and routines promote positive attitudes towards learning. They give children the building blocks to be emotionally ready and confident learners. Additionally, they work with parents and carers to promote positive attendance.

Children's welfare and wellbeing: Strong standard

Leaders prioritise the welfare and wellbeing of all children. It is promoted not only in the setting, but also at home. Leaders work with dentists to promote oral health. As a result, children have been able to get access to improve their oral health, both in the nursery and at home. Staff ensure that well-structured routines motivate children. For example, children prepare their own vegetables for lunch. They are also given various opportunities to practise using utensils, such as knives. Children show an impressive understanding of healthy eating, and the importance of washing their hands. Staff teach children the skills and knowledge they need to create long-lasting healthy habits. Staff have genuine and highly positive relationships with the children. Children feel safe and happy in their care. For example, children will seek help from adults when cutting fruit, or to read a story with them. Due to this, staff enable children to develop healthy attachments, and a true sense of belonging. Staff have a comprehensive understanding of the children within their care. They are highly responsive to the varying needs and changing circumstances of the children and their families. Parents and carers feel involved and supported and believe the nursery is living out their ethos. As a result, children receive help from a joint approach to their physical and emotional health.

Leadership and governance: Strong standard

Leaders have an extensive knowledge of their areas of strength and development. They are significantly aware of the practice within this setting. They ensure this is under constant review and development. Leaders work with professionals and staff to ensure their curriculum is fit for purpose. This design gives children the skills needed to thrive. Additionally, leaders have organised whole staff training on interactions to support staff even further. These constant reflections on practice and procedures enables the setting to continuously develop their curriculum offer. Leaders have created a culture of professional growth. They ensure that all staff are aware of their responsibility within the setting. This is through targeted supervisions, peer observations and open communication. Supervisions allow staff to explore their own next steps. For example, they can request specific training, such as sign language, to support their practice. As a result, leaders have created an environment in which staff positively contribute to consistently. Staff are heavily involved in the improvement of the quality of provision. Staff feel respected, supported and appreciated by the leaders. Through regular supervisions, staff feel their emotional wellbeing and workload is always taken into account. Consequently, staff are motivated, engaged and committed to delivering high-quality practice. Leaders show great commitment in strengthening their relationships with parents and carers and local partners. There is a clear focus on building highly effective relationships with professionals and parents. For example, through opening their sign language training to parents and to local nurseries. Additionally, they have worked with local dentists to support families in accruing care. These thoughtful actions have created a harmonious approach between the home, setting and wider agencies. As a result, all decisions are firmly focused on promoting children's development and wellbeing.

What the setting must and should do next

The provider should:

  • Leaders should sustain the setting's high standards by ensuring that staff interactions remain highly responsive, purposeful and impactful in advancing children's learning and development.

Ofsted's words, from the report on the inspection on 28 August 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

  • First Steps Pre-School - Pre-school, Driffield YO25 6QF, ages 2 to 4, 28 places, 0.7 miles
    Ofsted report card, 5 March 2026: Strong standard in 1 area, Expected standard in 5 areas; safeguarding standards met
  • Driffield Methodist Playgroup - Pre-school, Driffield YO25 6RS, 90 places, 0.9 miles
  • The Tot Stop Early Years Centre - Day nursery, Driffield YO25 6PN, ages 0 to 4, 45 places, 0.9 miles
    Ofsted, 18 April 2023: Good overall; safeguarding is effective
  • Little Robins' Day Nursery Nafferton - Day nursery, Driffield YO25 4LJ, 42 places, 1.6 miles
  • Nafferton Under Fives - Day nursery, Nafferton YO25 4LA, ages 2 to 4, 39 places, 1.9 miles
    Ofsted, 14 July 2021: Good overall; safeguarding is effective

Schools nearby

Roundabout Nursery on the Ofsted website