Hackness and District Under Fives

Inspection of Hackness and District Under Fives Hackness Village Hall, Hackness, Scarborough, North Yorkshire YO13 0JW

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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 provide a warm, nurturing environment for children where their well-being is given the highest priority. Children are happy, well mannered and friendly towards each other. Staff are calm and caring. They model expected positive behaviours. For example, staff and children support each other when they are upset. Children are confident and independent. This is built into the routines of the day to give children plenty of practice. For example, children pour their own drinks at snack time, try to put on their outdoor clothes and choose where they would like to play.

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The provision is good

Children make steady progress. There is a balance of child-led and adult-led activities. Outside, children develop their own play in the forest. Inside, staff plan activities that help children to learn and develop their understanding across all areas of learning. Children enjoy baking, playing on the interactive whiteboard and taking part in other group activities.

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need to do better?

n The leadership team has a positive approach to addressing weaknesses in practice, and staff are well supported. However, there have been considerable changes at management level. This has left gaps in the manager's knowledge of the Statutory framework for the early years foundation stage and some confusion about management's roles and responsibilities. While this has resulted in breaches to requirements, the breaches have had minimal impact on the smooth running of the provision. n Staff help children to develop their communication and language skills. They use books, songs and rhymes to support language. Children are given the time to respond to questions, and staff model language effectively. However, staff's interaction during activities can be inconsistent. There are missed opportunities to introduce children to a broad range of new vocabulary. For example, while outside, staff do not name the types of trees or refer to the different sounds in

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need to do better?

the forest. Baking activities cover basic vocabulary. Nonetheless, staff miss the opportunity to talk about weighing and measuring or how print carries meaning on a recipe card. n The implementation of the curriculum is variable. At times, staff help children to talk about similarities, differences and what they can recall. On other occasions, leaders are unclear on what they want children to learn. For instance, in the forest, staff support children's well-being and physical development. Children confidently take calculated risks, such as climbing and sliding down a muddy slope. However, staff are unclear on how to promote all areas of learning effectively. This means that children do not make the same good progress across all areas of the curriculum. That said, children have great fun during forest school activities. They delight in splashing in puddles, hiding among the trees

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need to do better?

1 October 2024 and painting with mud. n Staff create meaningful routines that help children to feel secure and promote their learning. For example, children use the interactive calendar to discuss the days of the week, the months and seasons. They excitedly look out of the window to determine what the weather is like and talk about the clothes they need to wear in the forest. n Staff successfully help children learn about numbers during short group sessions that focus on their number of the week. They recognise familiar numbers and begin to understand what they mean. Staff then follow this by singing 'Five Little Men in a Flying Saucer', with children 'flying off' to wash their hands ready for lunch. n Families are invited to attend bespoke settling-in sessions. These last as long as children need to feel secure. Parents say children thoroughly enjoy attending the setting. They particularly like that their children love playing in the outdoors.

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need to do better?

Children agree, stating that being in the forest is their favourite activity. Staff maintain good levels of communication with families through an online platform and termly newsletters. Parents say that children develop good social skills and that their increasing confidence and independence are 'by far the biggest benefit'.

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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 ensure that all those with management responsibilities have a full understanding of the statutory framework, particularly the safeguarding and welfare requirements n build on the opportunities to extend children's communication and language development further, for example, through consistent quality interactions n be more precise about what they want children to learn during planned activities to clearly establish what children will achieve in each area of learning so that this can be more easily shared with staff.

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Setting details

Unique reference number 400456 Local authority North Yorkshire Inspection number 10355317 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 24 Number of children on roll 12 Name of registered person Hackness and District Under Fives Committee

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reference number

Telephone number 01723882356 Date of previous inspection 26 November 2018

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Information about this early years setting

Hackness and District Under Fives registered in 1992 and is based in Hackness near Scarborough. The group is managed by a voluntary committee. Hackness and District Under Fives opens term time only, Monday to Thursday from 8.00am to 3pm, and Friday from 8.00am to 12.30pm. The group employs four members of childcare staff. Of these, one holds qualified teacher status, and the remaining staff hold appropriate early years qualifications at level 3. The group offers the government-funded places for childcare.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 observed the interactions between staff and children. n The manager and the inspector carried out a joint observation during a group activity. n The inspector spoke to several parents during the inspection and took account of their views. 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

1 October 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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