Ash Green Nursery

Inspection of Ash Green Children's Centre Daycare 1 Sunnybank Road, Halifax HX2 8RX

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children flourish and have immense fun in this safe and inspiring nursery, which gives them the best possible start in life. Highly skilled leaders and staff have superior aspirations for all families and an in-depth understanding of their unique needs. All children make significant progress from their starting points on entry. This is because staff work tirelessly to remove barriers to children's learning. They place inclusion at the very heart of their first-class curriculum and care practices.

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The provision is outstanding

Most children transition to the local primary school's nursery when they are aged three years. They leave with the fundamental skills and foundations that support their future learning. Children are happy, inquisitive, independent and eager learners. They quickly settle and thrive on the loving greetings which they receive from staff, who they are very attached to. This helps children to develop high levels of emotional well-being. Children behave extremely well because of staff's excellent role modelling.

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The provision is outstanding

Babies curiously explore nursery-crafted resources, such as plastic bottles filled with different materials. They beam as staff sing songs and model how to shake the bottles. Toddlers investigate shaving foam and shiny objects with intrigue. They squeeze pom-poms into the transformed tissue box, which is something that staff have made as a result of toddlers' interest in posting objects. Two- and three- year-old children are engrossed as they mould dough into a snowman. They use craft materials to create facial features and clothing, such as a tinsel scarf.

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need to do better?

n Staff meticulously plan a challenging and expansive curriculum. They diligently monitor children's progress, achievement gaps and areas of developmental delay. This leads to swift referrals, intense early support interventions, including speech and language programmes, and first-rate partnership working. n Staff actively encourage families to access early education funding and promptly secure other early intervention and inclusion funding. This has a significant impact on the outcomes for all children, who are superbly included, including children with complex needs. n Staff provide excellent outdoor opportunities in response to the needs of families. For example, children engage in enriching activities as part of the developing forest school initiative, which actively involves parents. Children create water rapids, weave materials through the fence, explore nature and re- enact stories. n Staff inspire parents to support children's learning. For example, there are

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need to do better?

limitless information-sharing forums that include ideas for no-cost activities. Staff plan family activity sessions. They have recently consulted with male family

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need to do better?

15 December 2022 members about future sessions, to increase their engagement and promote inclusive practice. n Staff promote children's healthy lifestyles superbly. For example, they take part in award schemes and plan excellent menus. Children harvest food and take home seeds to grow peppers and herbs on their windowsills. Children receive a new toothbrush and toothpaste each term to take home. Staff make the daily toothbrushing routine fun as they sing songs and model this using visual aids. n Staff expertly support children's communication skills. They create a language- rich environment and burst into song as children play. Staff use stories to enhance interactive multicultural displays and areas of play, and they explore sensory books with babies and toddlers. Staff inspire parents to ignite children's love of books through the lending library and 'Bookstart' programme. Staff model storytelling during family activity sessions.

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need to do better?

n Staff carry out initial home visits to develop trusting relationships with families and gather comprehensive information to meet each child's needs. Staff create safe and cosy spaces to support children's continued emotional well-being. n Staff prepare children for nursery school superbly. For example, they work in excellent consultation with school staff each term to devise a 'key skills' list, and they actively involve parents. n Children have excellent opportunities to develop their large- and small-muscle strength. Toddlers pull themselves to standing using the ballet bar. Two- and three-year-old children pour drinks using small jugs, use safety scissors and chop wooden vegetables that form part of a puzzle. n Children develop essential social skills. For example, two- and three-year-old children take turns to choose an item out of the song basket. Staff create reward charts with parents to support children through significant stages of

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need to do better?

development, such as toilet training. This helps to build children's self-esteem and confidence. n Staff's qualifications and first-class continued mentoring, coaching and training contribute significantly to their motivating high-quality teaching. Staff receive excellent support for their well-being. n Systems for reflecting on and improving practice are exemplary. Parents share their views through parents' evenings, consultations, surveys and 'catch the comments' forms. Their feedback is exceptionally complimentary.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff give a high priority to children's safety. They establish highly effective partnerships with parents, other professionals and agencies to safeguard children. Leaders reinforce staff's in-depth knowledge of child protection issues, for example through quizzes, scenarios, further training and by looking at case reviews. Leaders also undertake safeguarding audits to further strengthen stringent policies, procedures and practice. Staff undertake rigorous risk assessments to ensure that the premises are safe and secure. They encourage parents to take part in initiatives that help children to learn about keeping themselves safe, such as 'road safety

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Safeguarding

15 December 2022 week'. Staff post information related to expansive topics that help parents to promote children's welfare, such as safety in the home, pet safety and battery safety.

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Setting details

Unique reference number EY484363 Local authority Calderdale Inspection number 10229371 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 15 Number of children on roll 26 Name of registered person North Halifax Partnership Limited

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reference number

Telephone number 01422 243941 Date of previous inspection 18 January 2017

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Information about this early years setting

Ash Green Children's Centre Daycare re-registered in 2014 and is located in Halifax. The nursery employs nine members of childcare staff, eight of whom hold appropriate early years qualifications. Three staff are qualified at level 3, four at level 5 and one at level 6. The nursery opens Monday to Friday, all year round. Sessions are from 8am until 6pm. The nursery provides funded early education for two- and three-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector held discussions with the centre manager, day-to-day nursery managers and nominated individual for the organisation. She carried out a learning walk with the nursery managers. This helped the inspector to understand how staff organise the provision and the curriculum. n The inspector observed the quality of education and assessed the impact on children's learning. n One of the nursery managers carried out a joint observation with the inspector of an activity taking place. n The inspector spoke to children, parents, staff and a visiting professional during the inspection. She also viewed written feedback from parents and other professionals. n The nominated individual and one of the nursery managers shared various

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Inspection activities

policies and documents with the inspector, including those related to the suitability and qualifications of staff.

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Inspection activities

We carried out this inspection 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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Inspection activities

15 December 2022 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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