Hepworth Pre-School and Out of School Club

Inspection of Hepworth pre-school and out of school club Village Hall, Towngate, Hepworth, Holmfirth HD9 1TE

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Staff greet children warmly at this nurturing and welcoming pre-school. They know children very well. Children are happy and settle quickly. They use the adults as a secure base from which they explore the environment. New children gain confidence to leave their familiar adult. Children are happy to see their friends. They rush to the door to greet them and give them a hug. Staff have high expectations of children's behaviour. They plan routines in which children feel safe and secure, and children begin to understand what is happening next. Staff praise children and encourage them to 'have a go', promoting positive attitudes to learning. Children are calm and engaged in their play. Their behaviour is good.

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The provision is good

Staff plan effective opportunities for children to develop their physical skills, and children move around confidently. Children learn to climb the steps of the climbing frame, and staff teach children how to come back down the steps safely. Children prod and poke play dough and clay. They use tools to roll out the clay, persevering when this is difficult. Children make marks in sand with their fingers. They develop good hand-eye coordination and mark-making skills. They develop the skills they need for the next stage in their learning, such as good pencil control.

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need to do better?

n Leaders and managers plan an effective key-person system. Staff form positive relationships with children. Children use the adults as a secure base and will often 'check in' with them for extra reassurance. Staff encourage and praise children. Children are confident to try new activities. They become confident in themselves and around other people. For example, children speak with the inspector and show her their toys, showing they feel safe and secure. n Staff promote a love of reading. They read stories with children in small groups and with individual children. Staff speak clearly and read with enthusiasm. They use questioning to engage children. Children access books independently. Leaders and managers provide book bags for children to take books home to share with their families. n Staff support children's communication and language development effectively. Lunchtime is a social time. Children help to set the table. Staff sit with children

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need to do better?

and talk with them about the foods they are eating. Children learn about healthy food choices and discuss what they like and dislike. Children develop their social skills. They learn to speak and listen to each other. n Staff promote mathematical language very well. They use the language of shape and size during discussions with children. For example, they ask children if they have a big or small tractor. They use the word 'giant' when talking about size. Staff support children to count objects in books and count how many children there are at snack time. They challenge children's knowledge and help children

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need to do better?

11 January 2024 to count beyond 20. Children use the language of number confidently. n Staff plan suitable activities to support children's next steps. However, staff do not always support children to develop their critical thinking. Staff sometimes ask questions and only offer two answers. For example, they ask if the clay is smooth or lumpy. This can limit children's critical thinking and response. n Staff support children with special educational needs and/or disabilities (SEND) extremely well. They seek information from professionals working with children with SEND. Staff have plans in place to ensure they can meet the needs of individual children. They attend meetings and liaise with agencies. Staff welcome families and children with SEND into the pre-school. n Leaders and managers share information with parents through newsletters and an online app. Children enjoy coming to the nursery. They make good progress.

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need to do better?

Parents comment that staff are nurturing and supportive. They value the 'home- from-home' environment. Parents share that the pre-school is at the heart of the community. n Children take part in a range of experiences. Leaders and managers use additional funding effectively to support children's developing needs. Children take part in yoga and movement sessions to promote their physical development. Staff and children learn Makaton signs. All children feel welcomed and included. n Staff complete the progress check at age two. They share the information with parents and other settings. Leaders and managers are proactive in sharing information with other settings that children attend to support a shared approach to children's learning. They have good relationships with local schools. Children are ready for their move on to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n provide further opportunities for children to develop their critical thinking.

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Setting details

Unique reference number 2645337 Local authority Kirklees Inspection number 10305576 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

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inspection

Total number of places 44 Number of children on roll 54 Name of registered person Hepworth pre-school and out of school club

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reference number

Telephone number 01484680070 Date of previous inspection Not applicable

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Information about this early years setting

Hepworth pre-school and out of school club registered in 2021. The pre-school employs six members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 or above. The pre-school opens from Monday to Friday, during term time only. Sessions are from 9am until 3pm, except for Fridays, when it closes at 12.30pm. It also offers out-of-school care from 7.30am until 9am and from 3.15pm until 6pm. The pre-school currently provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the pre-school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in their evaluation of the pre-school. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about the curriculum and what they want the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector spoke with the nominated individual/registered individual about the leadership and management of the setting. n Parents shared their views of the setting with the inspector.

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Inspection activities

n The inspector carried out a joint observation of a group activity with the manager. n The nominated individual and the manager spoke with the inspector about the leadership and management of the setting. n The manager showed the inspector documentation to demonstrate the suitability 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

11 January 2024 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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