Hazles Farm

Hazles Farm Hazles Farm, Hazels Road, Shawbury, Shrewsbury, Shropshire, SY4 4HE

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Inspection date

Previous inspection date 17 October 2016 12 May 2014

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 The planning for teaching does not take enough account of what children know, understand and can do. Consequently, teaching does not precisely target what children need to learn next.  Although managers regularly observe practitioners teaching, their observations do not accurately measure the quality of the teaching taking place. As a result, practitioners are not helped sufficiently to improve.  Practitioners do not promote children's early reading and writing skills effectively enough.  Plans to improve the provision are not clear enough to raise quality to a higher level.

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It has the following strengths

 Managers and practitioners attend all mandatory training and welcome advice and support.  Risk assessment is robust and effective. Practitioners make careful checks of space and equipment before children play. Managers check the records of children's accidents and injuries to identify potential hazards. They take action to minimise risks to children's health and safety.  The busy out-of-school club is well organised. Children arrive after school ready to talk and play. Information is shared effectively between parents, schools and the club. This helps to promote children's safety and well-being.  Children play happily in the well-equipped nursery. Practitioners make regular observations of children's learning and they know children well. Parents comment that they feel well informed about children's achievements.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 ensure that planning takes full account of what children need to learn next, so that they are well supported to make the next steps in their learning 06/01/2017

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Due Date

 improve the effectiveness of the monitoring of teaching and ensure that practitioners receive the support and guidance they need to raise standards. 06/01/2017

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 increase staff knowledge and skills in relation to promoting children's early literacy more effectively  evaluate the provision more thoroughly, in order to identify weaknesses and plan actions that drive rapid improvement.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and she assessed the impact this has on children's learning.  The inspector held a meeting with the provider, nursery manager and deputy manager. She looked at relevant documentation, such as the nursery's self-evaluation and evidence of the suitability of staff working in the nursery.  The inspector completed two joint observations with the deputy manager.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management requires improvement

Manager's assessments of the quality of teaching are not accurate enough. Consequently, practitioners do not receive the training and support they need to continuously raise the standard of their teaching. Although managers and practitioners demonstrate a commitment to promoting children's progress, this is not yet fully effective. Managers have not established a robust approach to identifying the strengths and weaknesses of the provision. They do not set out meaningful and measurable targets for improvement. Arrangements for safeguarding are effective. Recruitment is well managed and candidates are fully vetted before they start work in the nursery. Child protection training is effective. Practitioners know what they must do if they have concerns that a child is at risk of abuse or neglect. They demonstrate good awareness of the potential risks to children of cameras and mobile phones in the nursery. For example, they challenge visitors who do not adhere

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Quality of teaching, learning and assessment requires improvement

Managers collate and use information from children's assessment summaries. For example, they identify aspects of the areas of learning, that room teams must plan activities for. However, practitioner's ongoing assessments of individual children's progress are not used effectively. As a result, activities do not challenge children enough and they do not make good progress. Practitioners demonstrate a limited understanding of how children learn to read and write. A few children lack the confidence to experiment with writing as they do not have enough opportunities to write in a variety of situations. Practitioners do not effectively use planned opportunities to teach children to link written letters to sounds. A number of practitioners, skilfully question children during spontaneous activities, giving them time to think and respond.

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Personal development, behaviour and welfare are good

Relationships between parents, practitioners and children in the nursery are good. Practitioners are friendly and attentive role models who promote children's positive behaviour. For example, when two children want the same toy, practitioners help them to think about how they can take turns and share fairly. This helps children to develop self control and to respect other people. Children develop strength and agility when they play in the exciting outdoor area and the indoor gym. They follow rules that keep them safe. For example, they know that they must not jump from the steps into the ball pool. Babies have time, space and encouragement to explore. They eagerly try to stand up to play with the interesting toys in the water tray.

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Outcomes for children require improvement

Not all children are making good enough progress from their starting points. However, most children are developing the basic skills they need for school. Children know and can follow nursery routines. They listen to stories. Children count during daily activities and know some of the purposes that numbers can be used for. Children can serve their own food with support and know how to make healthy choices in their diet.

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Setting details

Unique reference number 508021 Local authority Shropshire Inspection number 1075246 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 98 Number of children on roll 132 Name of registered person Hazles Farm Child Care Limited

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reference number

Date of previous inspection 12 May 2014 Telephone number 01939 250234

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reference number

Hazles Farm was registered in 1999. The nursery employs 17 members of childcare staff. Of these, two hold appropriate early years qualifications at level 6 and nine at level 3. One member of staff holds qualified teacher status. The nursery opens from Monday to Friday and all year round. Sessions are from 7am until 7pm. The nursery also operates out-of- school provision. Sessions are from 7am until 9am and 3pm until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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reference number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the early years foundation stage.

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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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