Thornton Lodge Early Years Centre

Thornton Lodge Early Years Centre Thornton Lodge Community Centre, Brook Street, Thornton Lodge, HUDDERSFIELD, HD1 3JW

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Inspection date

Previous inspection date 28 November 2016 9 October 2012

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Staff complete regular observations and assessments of children's learning, and use them well to check and track children's individual progress.  Staff create a warm, friendly and stimulating environment. Children develop good independence while they confidently choose what they would like to do.  Strong partnerships with other professionals help to provide continuity in children's learning and their individual care. Children who have special educational needs are exceptionally well supported, in order to reach their potential.  Children behave well. They cooperate, share and play harmoniously together. Staff are good role models and promote children's positive behaviour.  The staff team is dedicated and knowledgeable. They are ambitious and have high expectations of the children. Staff regularly reflect on their practice and the manager uses self-evaluation effectively to continually improve the provision.

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This provision is good

 All children, including those who speak English as an additional language, make good progress in their learning given their starting points and capabilities.

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It is not yet outstanding because:

 During some adult-led activities, staff do not focus their attention enough to support the quieter children to share their thoughts and ideas.  Professional development opportunities for staff are not sharply focused on improving the quality of teaching to an even higher level.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 focus the professional development opportunities for staff more on raising the quality of teaching to an even higher level  provide more support for the quieter children to become engaged and share their thoughts and ideas during group activities.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector completed a joint observation with the nursery manager.  The inspector held a meeting with the nursery management team. She looked at relevant documentation, such as policies and procedures and evidence of the suitability of staff working in the nursery. 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 is good

Arrangements for safeguarding are effective. Staff have a good knowledge of the possible signs and symptoms of potential abuse. They know the correct procedures to follow to protect children from potential harm. All staff are trained on all aspects of safeguarding, including identifying ways to prevent children being involved in events that could cause them harm. Staff carry out good risk assessments and check the outdoor areas before taking children outside. There are robust procedures in place for the recruitment of staff. Ongoing checks are completed to ensure that staff continue to be suitable to work with children. Comments from parents are very positive regarding the level of support that staff provide for individual children.

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Quality of teaching, learning and assessment is good

The majority of staff are well qualified and have a very good knowledge of the developmental needs of the children they care for. When children join the nursery, staff quickly and accurately gather information about their starting points. Staff plan and provide activities that promote children's next steps in learning. Children enjoy interesting creative activities that allow them good opportunities to experiment with different media. While painting they choose whether to use a brush, their hands, or both and explore freely with the paint. Children delight as they explore cause and effect, pouring water over a wheel to make it turn. Staff encourage children to count and introduce mathematical language to describe capacity, such as empty and half full. Children have a wonderful time as they play with dough. They make links in their learning as they go to the home corner to find a baking tray to make cakes. This leads on to discussions about celebrations at

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Quality of teaching, learning and assessment is good

home. Children learn about diversity, enhancing their understanding of lifestyles beyond their own. They develop an understanding of each other's similarities and differences.

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Personal development, behaviour and welfare are good

The established key-person system helps children to form close emotional attachments with staff who effectively support them in their play. Staff encourage children's understanding of healthy lifestyles. For example, they provide children with plenty of nutritious snacks and drinks. Children know that they need to wash their hands before eating and after playing outside. Staff support children in preparation for their move on to other educational settings. For example, teachers are invited to the nursery to meet the children, and staff provide reports in readiness for school. Staff teach children about safety well. For example, staff talk about how to hold the scissors safely when cutting.

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Outcomes for children are good

Additional funding has been spent on resources for children to access the outdoor provision. This was identified as a weakness in the educational programme for children who prefer to learn outside. Now, children have many opportunities to access this area. They wear waterproof clothing and Wellington boots when the weather is bad. Children enjoy activities where they can manage their own risk. They line crates up together and balance across them, seeing how far they can jump when they get to the end. Children are well prepared for their next steps in learning, including their move on to school.

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Setting details

Unique reference number EY428077 Local authority Kirklees Inspection number 1059912 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 48 Number of children on roll 74 Name of registered person Pre-School Learning Alliance

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reference number

Date of previous inspection 9 October 2012 Telephone number 07981048615

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reference number

Thornton Lodge Early Years Centre was registered 2011. It is managed by the Pre-school Learning Alliance. There are currently 20 members of childcare staff. Of these, 12 hold appropriate early years qualifications at level 3 and above. The nursery is open on Monday to Friday, term time only. Sessions operate between 9.15am and 4pm. The nursery receives funding for the provision of free early education for two-, three- and four-year- olds. It supports children who speak English as an additional language and children who have special educational needs.

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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

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reference number

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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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