Hoppers Childcare

Inspection of Hoppers Childcare Bolster Moor Chapel, Bolster Moor Road, Golcar, Huddersfield HD7 4JU

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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 welcoming, family-run nursery. Children are eager to arrive and quickly become focused in their play. Staff plan engaging activities that are based on children's interests and individual needs. Children are calm and settled and show high levels of involvement in their play. They feel safe and secure. Staff have high expectations for children's behaviour. They are good role models and encourage children to use their manners. Staff explain the routines of the day and what will be happening next. Children follow the instructions at tidy- up time and help staff to put their toys away. They learn to work together as they ride a two-seated bike. Children's behaviour is good.

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The provision is good

Staff plan activities which develop children's large and small muscles. They place furniture in the baby room to encourage babies to pull themselves up to standing and begin to take their first steps. Babies learn to feed themselves by using their hands and then a spoon. Older children learn to manage their bodies, and they run and jump. They learn to use tools to make marks and begin to form letters of their name. Children develop good physical skills and are confident movers. All children, including those with special educational needs and/or disabilities (SEND), make good progress.

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need to do better?

n Leaders and managers have a clear vision of the care and education they want to provide for their children. They plan an ambitious curriculum with a clear progression of skills that they want children to learn. This builds on what children know and can do as they move through the nursery. This helps to ensure that children are ready for their move to school. n Children begin to have favourite stories. Staff engage children of all ages in stories and songs. Young babies follow the actions as staff sing to them. They explore their first books. Staff ensure that books are available across all areas of the setting, including outside. Children access these independently and take pleasure in turning the pages as they look closely at the pictures. All children develop a love of stories, songs and rhymes. n Staff plan opportunities for children to develop their independence. Babies learn to feed themselves with a spoon, toddlers learn how to drink from an open cup

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need to do better?

and put their coats on. Older children choose their lunch and confidently carry their plates to the table. They clear their plates afterwards. Children enjoy completing these tasks for themselves. n Overall, children are confident speakers. Staff engage them in back-and-forth conversations. They introduce new language and model words as children play. Generally, staff are skilled in supporting children's communication and language development. However, on occasions, staff do not always ensure that the less

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need to do better?

25 April 2024 confident children have opportunities to take part in group discussions. They sometimes ask too many questions and do not consistently give time for children to respond. This means that some children may not make as much progress as they could. n Children with SEND are very well supported. Staff identify any gaps in children's learning and put plans in place to support children. The special educational needs coordinator (SENCo) works well with staff, parents and other agencies to ensure that children receive the support that they need. Effective monitoring ensures that children with SEND make progress. n Staff promote mathematical language effectively. They skilfully use the language of number, shape and size during children's play. For example, staff count 'one, two, three' as they race the toy cars down the ramps. They comment the containers are 'empty' and 'full', as children pour water through the funnels.

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need to do better?

Children begin to use this language in their play. n Staff encourage children to use their imagination in their play. Children pretend they are going on a journey. Staff ask questions about where they are going and what they will do. Children engage in the conversation and share their thoughts and ideas. n Children enjoy the outdoors. Staff encourage children to look for bugs by using their magnifying glass. They provide tools for children to dig and plant in the soil. These experiences help children to learn about the world around them. n Leaders and managers implement effective supervision sessions. Staff feel fully supported in their roles. They access a range of training to support their professional development. Leaders and managers understand the importance of supporting staff's well-being.

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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 extend further staff's knowledge of how to support all children's language development to an even higher level.

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Setting details

Unique reference number 2753439 Local authority Kirklees Inspection number 10334939 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 92 Number of children on roll 154 Name of registered person Hoppers Childcare Limited

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reference number

Telephone number 07838389702 Date of previous inspection Not applicable

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Information about this early years setting

Hoppers Pre-School And Out Of School Club registered in 2016 and re-registered as Hoppers Childcare in 2023. The setting employs 29 members of childcare staff. Of these, 23 hold appropriate early years qualifications at level 3 and above, including one who holds a level 6 qualification. The setting opens from Monday to Friday, all year round, except for bank holidays and one week at Christmas. Sessions are from 7.30am to 6pm. The setting 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 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 deputy manager, the manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years foundation stage curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The SENCo spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between staff and children. n The manager and the inspector carried out a joint observation during an activity. n Parents and grandparents shared their views of the setting with the inspector.

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Inspection activities

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

25 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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