Ossett Childcare & Pre-School Limited

Inspection of Ossett Childcare & Pre- School Limited Ossett Childcare & Pre School, Bliss House, 251 Dewsbury Road, Ossett, Yorkshire WF5 9QF

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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

Children benefit from the warm and welcoming environment staff create for them. Staff build close and positive relationships with children, who demonstrate that they feel safe and secure in their care. For example, staff working with babies and younger children are attuned to their individual emotional and care needs. They provide them with the comfort and reassurance that they need. Staff working with older children create a fun learning environment, where children are free to explore and make independent choices in their play. Children are engaged and motivated to learn. They come into the setting eager to participate in the activities and learning experiences staff provide for them. All children have a positive attitude to learning.

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The provision is good

All children enjoy the range of activities and learning opportunities provided for them. For example, babies and younger children enjoy mark making using paints, with support from staff. The movements they make help to develop their gross motor skills. Toddlers eagerly participate and demonstrate that they enjoy the daily exercise activities staff complete with them. This helps to build on their focus, attention and listening skills, overtime. Pre-school children enjoy creative and mark- making activities. This helps to develop the dexterity needed for their emerging writing skills. Children are well prepared for their future learning, overall.

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need to do better?

n The setting has a clear intent and vision for their curriculum. This sets out what they want children to know and be able to do in preparation for their future learning. Staff carefully plan activities and learning experiences for each child and implement these effectively in practice, overall. However, on occasions, they do not ensure educational programmes precisely focus on ways to further develop some children's individual speech and language skills. n Partnership working with external professionals is effective. For example, the setting has good links with the local schools children move on to. They gather key information from teaching staff about what skills and knowledge they want children to gain before they first start. The setting incorporates these into their curriculum plans to help prepare children for their eventual move to school. n The provider has plans in place to support children's transitions, when they

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need to do better?

move into the next room within the setting. The key person goes on a visit with the child to support them in building new relationships with staff and children. They share information about the child's individual interests, likes, dislikes and care needs with their new key person. However, they do not always provide precise information about the child's development so that their learning can be seamlessly continued. n The setting ensure that parents are kept informed about the level of progress their child is making. For example, they share information electronically and

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need to do better?

17 January 2025 have face-to-face meetings about their child's progress and next step learning targets. They share ideas about ways to support their child's learning at home, which helps to promote a consistent approach. n Children develop a love of books and reading. Babies and younger children learn how to handle books with care. They listen intently to stories that are read by staff. Older children answer questions about what is happening in the story and staff check their understanding using their good questioning skills. Parents and children are encouraged to use the setting's lending library. This helps to support children's early literacy skills, both in the setting and at home. n Children develop good mathematical skills. The setting ensure that numbers and counting are incorporated into children's everyday experiences. Older children learn to recognise numerals and develop their understanding of number values.

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need to do better?

The setting support children to develop their concept of time through their daily routines. n Staff teach children about the importance of maintaining their oral hygiene. They provide them with daily activities and have conversations about how to keep their mouth and teeth clean and healthy. They have daily opportunities to practise brushing their teeth and staff show them how to do this thoroughly using mouth models. Children develop good hygiene and self-care skills. n The setting has implemented effective supervisions and ongoing professional development plans for all staff. They are reflective and complete regular practice observations to identify areas to improve. This contributes to the ongoing development of the setting. n The provider failed to notify Ofsted of changes about their registered business address, which is a requirement of their registration. This was discussed with the provider at the beginning of the inspection, and they took the necessary steps to

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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 refine educational programmes to ensure that they sharply focus on developing children's individual speech and language skills n ensure staff share key information about what children already know and can do, so that their learning is seamlessly continued during their transition into the next room.

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Setting details

Unique reference number EY558413 Local authority Wakefield Inspection number 10369802 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 75 Number of children on roll 98 Name of registered person Ossett Childcare & Pre-School Limited

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reference number

Telephone number 01924 565757 Date of previous inspection 23 October 2019

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Information about this early years setting

Ossett Childcare & Pre-School Limited registered in 2018. The nursery employs 20 members of childcare staff. Of these, one holds an appropriate early years qualification at level 4, eight hold level 3 and two hold qualifications at level 2. The nursery opens from Monday to Friday, all year round, except for bank holidays and one day on Christmas Eve. Sessions are from 7.30am until 6pm. The nursery offers government funded places for childcare.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n Leaders and the inspector discussed how the setting organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Parents shared their views of the setting with the inspector. n The inspector and the deputy manager carried out a joint observation of an oral hygiene activity. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

17 January 2025 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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