Hoole Bank Day Nursery

Inspection of Hoole Bank Day Nursery Hillcroft Hoole Bank, Hoole Village, CHESTER, CHESHIRE CH2 4ES

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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 Good

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The provision is good

Staff greet children and their parents with a warm welcome. Children are confident individuals, who are eager to explore the exciting learning environment that staff have planned for them. For example, babies use their senses as they explore the inviting baby garden. Toddlers play with the toy sea animals in the water tray, and pre-school children develop their creativity as they make a pretend cake.

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The provision is good

Leaders plan an ambitious curriculum that is based on children's needs and interests and builds on what they know and can do. They place a high priority on supporting children's and staff's emotional well-being. Children start their day with the welcome song, and they are supported to talk about how they are feeling. Throughout the day, staff continue to develop children's understanding of feelings and emotions. This helps children to talk about when they are feeling tired or hungry. Children's achievements are recognised and celebrated through continuous praise, encouragement and reward systems, such as 'star of the week'. All children and staff demonstrate that they feel valued, motivated and well supported. This creates a nurturing and positive atmosphere for children.

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The provision is good

Staff set clear expectations for behaviour as they model how to treat others with respect. Consequently, children are kind to each other and say 'please' and 'thank you'. When minor conflicts arise, staff sensitively support children to resolve the issues. This helps children to share, take turns and play cooperatively.

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need to do better?

n Leaders have a clear vision for the setting. They know and understand the importance of supporting staff in their professional development. Staff are actively encouraged to reach their developmental goals and gain new knowledge and qualifications. This helps to support children's progress and development. n The curriculum for supporting children's communication and language is a real strength at this setting. Staff expertly weave core stories, nursery rhymes and songs throughout the day. Babies babble and make sounds in response to staff's interactions with them. Children bring in their favourite storybooks from home, which staff read with enthusiasm. Furthermore, when children show new interests, such as the Olympics, staff engage children in deep discussions and conversations to extend their knowledge and vocabulary. Consequently, children use a wide range of vocabulary and become confident communicators.

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need to do better?

n The excellent key-person system and accurate use of assessment mean that gaps in children's learning are identified early and acted on quickly. Staff have secure knowledge of children's needs and what makes them unique. This enables all children, particularly children with special educational needs and/or disabilities (SEND) and those in receipt of additional funding, to make good

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need to do better?

30 July 2024 progress. All children are well prepared for their next steps in learning. n Staff support babies and toddlers to develop early mathematical concepts. For example, they sing number rhymes and introduce them to colours and shapes. However, the curriculum for mathematics is not as strong in the pre-school room. Consequently, children do not receive high-quality learning experiences to extend further their mathematical skills in readiness for school. n Children's personal development is well supported. Children enjoy home-cooked healthy meals and snacks. Staff support children to develop their independence. For example, children know they need to wash their hands when they come in from outside and help to tidy up ready for lunch. Babies are supported to feed themselves, and older children skilfully self-serve their own food and scrape their plates. Children are self-assured and are rapidly developing their skills that

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need to do better?

underpin their future learning. n Partnerships with parents and carers are strong. Staff provide parents with a wide range of advice and guidance to support them in their children's care and learning. For example, staff work with parents when toilet training their children. Additionally, home activities provided by the setting have helped to improve children's speech and language development. Parents attend stay-and-play sessions at the setting, which helps them to build strong connections with the staff team. This also provides continuity for children when they start at the setting.

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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 develop further the curriculum to improve pre-school children's knowledge of mathematical concepts.

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Setting details

Unique reference number 305111 Local authority Cheshire West and Chester Inspection number 10357702 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 42 Number of children on roll 67 Name of registered person Hoole Bank Day Nursery Limited

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reference number

Telephone number 01244 324422 Date of previous inspection 30 January 2019

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Information about this early years setting

Hoole Bank Day Nursery registered in 1997 and is situated in Hoole Village, Chester. The nursery employs 13 members of childcare staff. Of these, one holds qualified teacher status, two hold early years qualifications at level 6, five hold level 3 and three hold level 2. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am to 6pm. The nursery 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 We carried out this inspection as a result of a risk assessment, following information we received about the setting. 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 their curriculum and what they want their children to learn. n The inspector spoke to children to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how

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Inspection activities

they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of group activities with the manager. n Parents shared their views of the setting with the inspector. 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

30 July 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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