Holly House Day Nursery

Holly House Day Nursery Mayfield Avenue, Walkden, Manchester, M28 3JF

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Inspection date

Previous inspection date 17 January 2017 13 November 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

 The dedicated and enthusiastic management team is committed to providing the best early years experiences for children and their families.  Managers reflect regularly on the quality of the nursery. They consider the views of parents, children and staff from the primary schools children eventually attend when planning future changes.  Staff observe and carefully make accurate assessments of the progress children make. They use this information well to identify any gaps in children's learning and development. They swiftly implement plans to help ensure that all children make good progress.  Children develop close, nurturing bonds with staff, who are always on hand to celebrate children's achievements. They offer praise and encouragement, which helps to develop children's confidence and self-esteem.  Children benefit from a wide range of enticing opportunities and activities outdoors. They make choices about what they would like to play with from a wide variety of toys

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This provision is good

and resources.  Staff work closely with a range of outside services in order to ensure that the needs of children who have special educational needs or disabilities are very well met.

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It is not yet outstanding because:

 Recently introduced opportunities for all staff to observe and learn from each other are not precisely targeted in order to support them in sharing their skills and expertise.  Occasionally, some staff do not make the most of opportunities to question children and develop their problem-solving skills in order to challenge and extend their learning.

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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

 target systems that support staff more precisely and raise the quality of teaching to the highest level  support staff to develop questioning skills even further in order to challenge children in their learning and encourage them to think carefully and develop their problem-solving skills.

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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 spoke with staff and children during the inspection.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the manager and provider. She looked at relevant documentation and evidence of the suitability of staff working in the nursery.  The inspector spoke to a small group of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. All staff can identify the signs of abuse and know the procedures to follow in the event of any concerns about children's welfare. Staff are vigilant and carefully monitor the use of the nursery door security system to ensure children remain safe. Overall, staff are well supported in their role. The manager meets with staff to discuss children's progress and other aspects of their role. Staff are effectively supported to undertake further qualifications and attend a range of professional development opportunities to help strengthen their skills. Managers closely monitor children's progress. They use information about the progress of different groups to check that all children learn as well as each other.

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Quality of teaching, learning and assessment is good

Staff have a good understanding of how young children learn. They use their knowledge of children's interests to plan activities which excite and motivate them. Staff support children's communication, physical and social skills well. They talk to children as they play, introducing new and interesting words to extend their vocabulary. For example, staff introduce words, such as pop and float, as babies delight in reaching for bubbles in the sensory room. Older children develop their understanding of letters and the sounds they make. For example, in group activities children listen attentively, identifying the sound made by the first letter of their name. Children develop their understanding of number during daily routines. For instance, they children count the number of plates and cups needed during snack times.

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Personal development, behaviour and welfare are good

Staff practice is highly inclusive and benefits children who have special educational needs or disabilities. Care practices are carefully tailored to each child's routine, while staff also give children opportunities to become independent. The key-person system is effective in ensuring that children's individual needs are well met. Staff have high expectations of children's behaviour. They sensitively remind children if their behaviour is not appropriate and gently support them to manage their responses and build their friendships. Children of all ages play well together and are considerate of each other's feelings. Staff understand the importance of a healthy lifestyle. Children enjoy a range of healthy snacks and are reminded of the importance of handwashing before eating meals.

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Outcomes for children are good

Children are curious learners who support each other and enjoy trying new experiences. All children, including those who have special educational needs or disabilities, are enthusiastic learners who develop a range of important skills which helps prepare them for what they need to learn next, including going to school. Younger children concentrate well as they try to do things for themselves, such as helping to pull on their waterproofs and boots before going outside. Older children are extremely independent and help each other. They develop a range of social skills, such as taking turns and sharing with their friends.

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Setting details

Unique reference number 307473 Local authority Salford Inspection number 1059519 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 136 Number of children on roll 174 Name of registered person Holly House Day Nursery Ltd

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reference number

Date of previous inspection 13 November 2012 Telephone number 0161 790 2779

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reference number

Holly House Day Nursery was registered in 1992. The nursery employs 26 members of childcare staff. Of these, 19 hold appropriate early years qualifications at level 3 and one holds level 4. The manager holds an appropriate leadership and management qualification at level 4. The nursery opens from Monday to Friday all year round. Sessions are from 7.30am until 6pm. Out-of-school club sessions are from 7.30am until 9am and 3.30pm until 6pm during term time. The holiday club operates from 7.30am 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

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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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