Mindful Me Nursery

Two gardens give Mindful Me Nursery’s Daneshill setting a clear physical character: younger children have soft flooring outside, while preschool children have a larger garden at the front. Inside, the baby and toddler room occupies the lower level, with preschool accommodation upstairs. The separation matters for families choosing between provision for a baby and the more expansive play of an older child.

At its June 2025 inspection, Ofsted rated the nursery Good and judged safeguarding effective. Outdoor exploration, communication and practical independence featured in the nursery day, alongside two teaching improvements: keeping everyone involved in larger-group activities and making children’s chosen play more closely address their next learning needs.

Mindful Me Nursery has capacity for 46 children, with an age range of 0 to 60 months. Its address is 1 Daneshill Road, Leicester, LE3 6AN. Opening hours are 7am to 6pm on weekdays, across the year apart from bank holidays.

Rooms and Ages

The baby and toddler room is on the lower level and has a garden with soft flooring for running, climbing and exploring, while the Preschool room is upstairs and has a large garden at the front. The soft outdoor surface matters for younger children’s play.

In June 2025, the youngest children squeezed sponges during water play, giving their hands practice in gripping and manipulating materials. Toddlers used the mud kitchen for pretend baking. Older children searched for insects and placed them in the garden’s bug hotel, combining exploration with the patience needed to find small creatures.

Learning and Activities

The early years foundation stage provides the framework for children’s learning, development and care. Here, the June 2025 examples show what that means in everyday terms: stories and singing for language, water play for physical skills, and outdoor construction for balance and coordination.

During that month, preschool children explored how their bodies worked. A visiting local dentist introduced oral health, while a stethoscope let children listen to their heartbeats and compare them before and after exercise. These were tangible experiences rather than explanations alone: children could hear a change in their own bodies.

The teaching needed more precision in two places. In June 2025, some children lost interest during group activities because the planning did not give everyone sufficient opportunity to participate. Staff also needed to connect self-chosen activities more closely to each child’s next learning steps. For parents, the useful distinction is between having appealing activities and making those activities count for each child.

Outdoor and Community Life

In June 2025, older children designed and built an obstacle course, practising balance and coordination while taking manageable risks. Younger children dug with small tools and filled buckets with sand. Outdoor learning therefore involved both larger movements and more careful hand movements, rather than simply time outside.

Wellbeing activities that month included sensory exploration and yoga with mindful breathing. The breathing exercises gave children a practical way to pay attention to their bodies.

Relationships and Communication

In June 2025, younger children sought comfort from familiar adults, and children settled readily after separating from their parents. Staff knew their key children and assessed their development to decide what they needed to learn next. That familiarity supported the care relationship, even though the translation of assessments into chosen activities needed greater precision.

Communication with families had several forms that month. Staff gave an end-of-day spoken update and shared information through an app. Parents also joined planned activities at the nursery, creating opportunities to see ideas they could use at home. Story packs with props extended language activities beyond the nursery, giving families something concrete to use together.

Inclusion and Wellbeing

At the June 2025 inspection, Ofsted found strong support for children with special educational needs and/or disabilities, with assessments used to identify developmental gaps and staff working with families and outside professionals on individual support plans. The important mechanism was the link between recognising a need and agreeing a plan for that child.

Everyday independence also featured in June 2025. Children helped with tidying and understood expectations about behaviour. Older children reminded friends to keep their voices down near the baby room when babies were asleep. This made consideration for younger children part of ordinary routines, alongside learning to move safely around the building.

Sessions and Attendance

The nursery opens Monday to Friday, from 7am until 6pm, and operates throughout the year with bank-holiday closures. For families organising a working week, that is the opening window within which attendance needs to fit.

Daneshill enquiries can be made on 01164 362932. Visits can be booked by telephone or email, providing a direct route to see the lower-level baby and toddler space and the upstairs preschool accommodation.

Getting There

The address is 1 Daneshill Road, Leicester, LE3 6AN, close to the city centre. The nursery’s lower-level baby and toddler accommodation, upstairs preschool space and separate gardens are useful features to assess alongside the location when considering the practical fit for a younger or older child.

Funding and Paid Extras

In June 2025, the nursery provided government-funded places for children aged nine months to four years. This establishes participation at that time; families considering funded attendance should use the funding question below to discuss their intended arrangement.

• Teaching during group time. In June 2025, some children became distracted when group activities did not keep everyone involved. On a visit, ask how staff now organise participation so children can take turns and remain engaged.
• Learning through chosen play. The June 2025 improvement priorities included linking children’s own activities more precisely to their next learning needs. Ask for an example of how a key person turns an assessment into support during play.
• Funding and the total arrangement. Government-funded places were part of provision in June 2025. Ask which entitlement and attendance pattern would apply to your child and how meals, non-food consumables and additional services would be handled.

Mindful Me Nursery suits families who value outdoor exploration, separate spaces for younger and preschool children, and a weekday opening window that extends from early morning into the evening. Its gardens give the setting a recognisable physical identity; the June 2025 examples add substance through water play, obstacle-building and practical learning about the body.

The Good judgement sits alongside specific teaching work to do. Keeping group activities inclusive and making chosen play serve individual learning needs are meaningful considerations. Families comfortable exploring those points have a clear basis for assessing whether Daneshill fits their child.