Spring Hollies

Inspection of Spring Hollies Hollies Children Centre, South Street, Taunton TA1 3AG

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Children arrive happy and settle well. Babies benefit from familiar staff who meet their care routines consistently, settle them well to sleep and provide a calm space for bottle feeds. Children confidently make their own choices in play. They develop independence and learn to manage tasks efficiently for themselves. Older children put on their coats and learn to chop their food and pour drinks at meals. Staff have expectations of children's behaviour. However, at times, some staff do not help children to understand these and how to play safely, such as when they run at speed indoors.

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The provision requires improvement

Staff provide a range of activities to support children's interests, and special events to broaden their experiences. For example, older children learn about transport in a road safety talk, build vehicles in creative play and enjoy playing imaginatively in the pretend car wash. However, the quality of staff's interactions is variable. Not all staff encourage children's learning well or adapt activities to meet the developmental needs of some younger children. At such times, these children lose interest and miss out on learning opportunities.

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need to do better?

n Staff monitor and assess children's learning from the start to identify gaps in their development. They plan a balanced curriculum to support children's progress. However, some of the activities lack purpose and are too challenging for some younger children. At times, the main playroom becomes very noisy, and the voices of quieter children are not heard by staff. This does not help to support their communication and language skills well. n Some more-skilled staff support children's next steps for learning. For example, they ask questions to encourage them to think, teach them new words linked to topics, such as 'viaduct' and introduce mathematical language. However, this is not consistent. Some staff do not encourage children to engage in the activities to build further on their learning. For example, some children wander by themselves and on occasions staff sit silently with them in activities. n Staff do not all manage children's behaviour consistently and positively. For

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need to do better?

example, they do not guide children on the risks of licking knives at meals and how to use scissors safely in creative play. Children do not always learn why they need to follow instructions, such as when told 'stop' repeatedly without staff explaining why. n Children enjoy creating and playing with imagination. Babies explore textures in sensory play and painting. Older children create models, paint pictures and act out their experiences in pretend play. They involve others in their play, such as giving friends lifts in their pretend cars outside. n Children enjoy regular activities to support their physical development. Babies

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need to do better?

11 April 2024 learn to crawl and walk in safe spaces, and older children enjoy lots of active play in the spacious garden. They benefit from healthy meals and snacks throughout the day, and drinks of water at all times. n The management team follows robust recruitment and vetting procedures to ensure all staff are suitable to work with children. This includes an induction process to prepare them for their role. However, the management team does not ensure staff coaching and supervision is targeted to improve weaker practice and to help all staff understand how to support children's learning well. n Staff understand their safeguarding roles and responsibilities. They know the correct procedures to follow in the event of any concerns about a child or adult to safeguard their welfare. n The management team has made some improvements to the quality of the provision. These include strengthening the procedures for outdoor play to keep

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need to do better?

children safe and supervised when moving between the indoor play areas and the garden. Parents share positive views regarding the care of their children.

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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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Due date

provide older children with more consistent guidance to learn what is expected of them and how to behave safely 09/05/2024

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Due date

improve the quality of staff interactions to support quieter children's engagement and communication and language development further 23/05/2024

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Due date

improve the curriculum and use of activities to ensure all children benefit from appropriate challenge that build further on what they already know and can do 23/05/2024

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Due date

11 April 2024 improve staff coaching and supervision to ensure all staff support children's learning well. 23/05/2024

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Setting details

Unique reference number 2711634 Local authority Somerset Inspection number 10340515 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 50 Number of children on roll 63 Name of registered person Action For Children Developments Ltd

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reference number

Telephone number 01823 330554 Date of previous inspection Not applicable

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Information about this early years setting

Spring Hollies registered in 2022. The group operates from Taunton, Somerset. It opens each weekday, from 8am to 6pm, all year round. The group receives funding to provide free early years education for children aged two, three and four years. The group employs eight staff to work with children, six of whom hold appropriate qualifications at levels 2 to 6, as well as kitchen and garden staff.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about the curriculum and what they intend children to learn. n The inspector observed activities and the quality of staff's interactions with the children. She discussed the effectiveness of two activities with the manager. n The inspector sampled the documentation and discussed the manager's knowledge of the requirements of the early years foundation stage. n The inspector took account of children and parents' views.

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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 April 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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