Hill Top Private Day Nursery

Hill Top Private Day Nursery Stalyhill Drive, Stalybridge SK15 2TR

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Inspection date 30 August 2019 Previous inspection date 8 February 2016

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This inspection: Good 2

Previous inspection: Good 2 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 Partnership with parents is a key strength in this good-quality nursery. For instance, leaders regularly invite parents to share their views and suggestions. They work together to carefully plan and implement improvements and changes. For example, leaders and parents have recently adapted and enhanced the already good security systems that are in place within the building. n Staff support children with special educational needs and/or disabilities (SEND) exceptionally well. They work closely with external agencies to enhance children's development, such as implementing physiotherapy plans and speech and language strategies. Leaders provide specialist equipment and they carefully design rooms to enable staff to offer children tailored support. n The nurturing, well-qualified and experienced staff team demonstrates a strong commitment to supporting children's emotional well-being. Staff expertly plan for the

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This provision is good

moves that children make between rooms and on to school. For instance, children visit their new rooms over a number of weeks, supported by their key person, and a wealth of information is exchanged. All children are happy and settled. n Children of all ages demonstrate positive behaviour. Older children are caring and show concern for each other. They follow simple boundaries. For example, they know the number of children that are allowed to access a small designated area of the garden. Staff provide children with praise and encouragement. For example, younger children take home certificates for their achievements, such as showing kindness. n Staff do not consistently encourage children to independently work through and solve the problems that they encounter during play. n Leaders provide staff with supervisory sessions and feedback on their overall practice. However, systems for monitoring staff teaching skills are not rigorous enough to

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This provision is good

identify individual staff training needs to help to raise the quality of teaching to an outstanding 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

n provide children with more consistent opportunities to solve the problems that they encounter during play and help them to make predictions and test out their ideas to support their learning even further n strengthen the existing arrangements for monitoring staff practice and provide staff with more targeted professional development opportunities that help to enhance their teaching skills to a higher level.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector observed planned activities and jointly evaluated the teaching with the nursery manager. n The inspector held meetings with the nursery manager and deputy manager. She looked at relevant documentation and evidence of the suitability of staff working on the premises. n The inspector spoke to staff and children at appropriate times during the inspection. n The inspector spoke to parents on the day of the inspection and viewed written feedback. She took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff access regular child protection training. They have a good understanding of how to identify and respond to concerns about children's safety and welfare. Leaders have a strong vision for the nursery and have instilled a culture of reflection within the staff team. For example, staff reflect weekly on what has gone well and how they can improve or adapt plans for future weeks. Leaders ensure that children's learning is supported well both within the setting and at home. For example, children take home learning packs designed to focus on areas that they are concentrating on within the setting. These include, for instance, activities that enhance children's early writing skills. In addition, staff provide children with stickers that they can stick on their tops. These act as prompts for parents to know how to build further on what children learn in the day. For example, stickers include cues, such as 'ask me what

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Quality of teaching, learning and assessment is good

Staff provide interesting experiences for younger children to explore using their senses and this helps to ignite their natural curiosity. For instance, they provide a tray with ice, water and herbs from the garden. Staff support children as they touch and smell. They model a range of language, such as 'wet and cold'. Older children particularly enjoy outdoor play. They balance, walk and run over planks of wood that connect low-level crates. Children are confident in their abilities, and demonstrate this as they tell staff that they can now run over the planks instead of walking. This helps children to develop their good balance and physical skills even further. Staff observe children regularly and assess their development. They involve parents at every stage. Parents contribute information from home and receive regular updates from staff. Staff use the information to target children's individual next steps. They identify any slight gaps in children's

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Quality of teaching, learning and assessment is good

learning very early. Leaders moderate staff's assessments and this helps to ensure that they are accurate.

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Personal development, behaviour and welfare are good

Staff promote children's good health well. Leaders ensure that children are provided with a well-balanced diet and children engage in effective hygiene routines, such as tooth- brushing each day. Leaders carefully consider occasions such as children's birthdays and how these can be celebrated in a way that supports the setting's healthy eating ethos. For example, as an alternative to cake, children share treats such as bubbles or stickers. Staff highly respect children's views. They provide young children with the opportunities to make choices and decisions. For instance, in the baby room, children choose toys and activities for the day using photographs.

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Outcomes for children are good

All children make good progress and they are developing skills for future learning, including school. Older children recognise numerals, such as when they follow instructions to make dough. They hold pencils with control, begin to write their names and cut shapes using scissors. Younger children show good communication and language skills. For instance, they join in song and rhyme sessions at regular intervals.

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Setting details

Unique reference number EY486494 Local authority Tameside Inspection number 10106618 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 0 - 4 Total number of places 79 Number of children on roll 87 Name of registered person Hilltop Early Learning Provision Ltd

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reference number

Date of previous inspection 8 February 2016 Telephone number 01457767400

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Hill Top Private Day Nursery opened in 2004 and was re-registered in 2015. The nursery employs 24 members of childcare staff. Of these, four hold appropriate early years qualifications at level 6, one holds an appropriate early years qualification at level 4, 13 hold appropriate early years qualifications at level 3 and six at level 2. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. 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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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