Hopwood Hall College Nursery

Hopwood Hall College Nursery Hopwood Hall College, St. Marys Gate, ROCHDALE, Lancashire OL12 6RY

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Inspection date 25 June 2019 Previous inspection date 2 August 2018

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This inspection: Good 2

Previous inspection: Requires improvement Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The leadership team and staff have worked hard to address prior areas of weakness. They have reviewed internal processes and offered additional training for staff. They continue to evaluate their provision and have identified areas that they would like to develop. For example, they have identified they would like to provide further opportunities to learn about the natural world through using natural resources. n Children build strong attachments with staff and are settled and happy in their care. Staff are positive role models and understand children's individual care and learning needs. Staff are deployed well throughout all rooms and skilfully guide and extend children's learning as they play. n Staff teach children well and plan imaginative experiences which prompt children to be active and motivated learners. For example, children enjoy acting out making a cup of tea using real teapots and cups. They interact with their peers, enjoy the sensory

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This provision is good

experience of smelling scented tea bags and explore capacity. n Children with special educational needs and/or disabilities are supported well by passionate staff who have high expectations of all children. Staff work closely with other professionals from the health and education sector to identify and support children's individual needs. Children make good progress in their development. n Partnerships with parents are strong and meaningful information is regularly shared, which provides a consistency of care for children. Parents are involved in processes of assessment and extend children's learning at home. Parents are complimentary about staff. They note that 'children settle well' and 'staff are great'. n Staff do not always fully support children through changes in daily routine. This results in some children being a little unsettled. n Occasionally during adult-led activities, staff do not always consider the needs of

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This provision is good

children who are at different stages of 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

n support children more effectively so they are more aware of different routines throughout the day n review adult-led activities to ensue they meet the learning needs of all children.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during indoor and outdoor activities and assessed the impact this has on children's learning. n The inspector spoke with children, staff, parents and the senior management team during the inspection. n The inspector completed a joint observation with the manager. n The inspector held a meeting with the manager and deputy manager. She looked at documentation, such as children's development records, a sample of policies and procedures, processes of assessment and staff training records. n The inspector spoke to a number of parents during the inspection and looked at written comments to take account of their views.

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Effectiveness of leadership and management is good

Managers work hard to evaluate their provision. They have recently offered further training opportunities for staff, updated documentation and reviewed their processes. Safeguarding is effective. Staff are vigilant as they care for children and understand the authorities they must contact if they are concerned about a child's welfare. The management team supports staff's professional development well. Staff attend regular staff meetings, share good practice with other practitioners from other nurseries and attend supervision meetings. Training is targeted to improve outcomes for children. For example, staff have recently attended training on developing the outdoor learning environment. Partnerships with other professionals are purposeful. Staff work closely with the local authority and invite teachers into nursery to discuss children's needs as they prepare to leave for school.

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Quality of teaching, learning and assessment is good

Staff have a strong knowledge of children's development stage and follow children's interests. They think carefully about the resources they use to promote children's imagination and extend their learning. For example, pre-school children learn about decay and growth. Children weave real flowers through a fence panel and observe them as they decay. This has led to children planting flower containers for the outdoor area and growing sunflowers from seeds. Babies enjoy messy play. For example, they paint using their whole body, which provides a sensory experience. Staff weave different areas of learning through play. For example, toddlers enjoy playing with dinosaurs and explore positional language as they place the dinosaur 'under' or 'over' a cave. Staff complete regular assessment of children's progress. This is monitored by leaders to identify any gaps in children's learning.

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Personal development, behaviour and welfare are good

Staff are very welcoming and support children's welfare throughout the day. For example, they reassure children if they become a little unsettled. Staff work closely with parents to provide a consistency of care. For example, they work together as children develop their self-care skills. Staff are good role models and promote positive behaviour. As a result, children use good manners and share resources with others. Children begin to understand personal safety as they carefully use knives to cut up fruit at snack time. Children learn about the wider world. For example, they explore important days from different cultures and take part in special events, such as world book day. Children learn about healthy lifestyles through playing outside and eating healthy foods which support their dietary requirements.

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Outcomes for children are good

Children are eager learners and enter the nursery ready to play and learn. They choose their own resources and initiate their own play. For example, they dress up in superhero costumes and decide amongst themselves who is going to be a 'goody' or a 'baddy'. Children develop good levels of language and express their needs well. Children are supported with the skills they will need for future learning.

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Setting details

Unique reference number 316317 Local authority Rochdale Inspection number 10068191 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 0 - 8 Total number of places 85 Number of children on roll 30 Name of registered person Creche-N-Co Ltd

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reference number

Date of previous inspection 2 August 2018 Telephone number 01706 345 346 ext 2247

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reference number

Hopwood Hall College Nursery registered in 1991. The nursery opens from Monday to Friday, for 51 weeks of the year. Sessions are from 8am until 6pm. The nursery employs 10 members of childcare staff, all of whom hold appropriate early years qualifications at level 2 to 6. The nursery provides funded early education for two-, three- and four-year- old children.

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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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procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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