The Honey Pot

Inspection of The Honey Pot 71 Lichfield Street, Walsall WS4 2BY

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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 design a thoughtful curriculum that incorporates children's cultural backgrounds and experiences. For example, during events like Chinese New Year, children learn about their peers' traditions by engaging in activities which explore the year of the snake. This helps children to develop respect for others. Staff support younger children to recognise themselves using pictures, which they confidently place on the registration board alongside their peers. This promotes a sense of belonging, helping children to feel safe in their environment.

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The provision is good

Staff use care routines, like nappy changing, as valuable moments to engage with their key children. They model clear language when talking to children and listen to them well. This builds secure relationships and trust. Staff are attentive to children's needs. For example, they offer pre-school children reassurance when they start to feel overwhelmed and time to regulate their emotions. This promotes their ongoing happiness. Children are highly sociable. For instance, younger children tell staff that their peers are on holiday and pre-school children show a keen interest in others by asking them questions. They participate in group games where they take it in turns to select counters to make four in a row and talk about the activities that they enjoy. These examples show children's positive behaviour.

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need to do better?

n The curriculum is carefully sequenced across the nursery to ensure children are prepared for the next stage in their learning. As children progress, activities become more complex and structured. For example, pre-school children compare the length of an anaconda to that of a staff member, discovering that 'five Sarah's' is the same length as the snake. This promotes children's critical thinking and curiosity as they explore mathematics. n Staff understand the skills children have already learned and plan for what they need to learn next. They use children's ideas as a foundation for further learning. For instance, when children say, 'people have cells', they provide opportunities to further explore this concept. However, staff do not always recognise the level of support children need to promote their independence. They occasionally complete simple tasks that children can do themselves, such as adding their own ingredients to make play dough, wiping their noses and

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need to do better?

removing their hats and coats. This prevents children from practising important self-help skills. n Staff establish strong partnerships with parents and carers. For example, they offer reassurance and guidance to help to support children's learning at home and regularly meet with parents to discuss children's progress. Parents appreciate the opportunity to provide feedback and express gratitude for the detailed updates they receive from all staff who know their children well. They

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need to do better?

24 January 2025 feel involved in their children's learning and have trust in the staff team. n The day generally runs smoothly; however, some transition periods, such as tidy- up and home times, could be better organised. For example, during tidy-up, some younger children lose focus and start playing, which staff join in with. This leaves children unclear about what is expected of them. Furthermore, some staff focus on tasks like sweeping instead of providing the additional support children need during story time. n Children develop their creativity and literacy skills from an early age. For example, staff regularly read stories to them and provide access to a wide range of books during various activities. Babies strengthen their fine-motor skills through sensory experiences, such as mark-making in the shaving foam. Pre- school children practise forming letters on drawable tablets, with staff reinforcing

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need to do better?

both the letters and their sounds. This positively boosts language development. n Children develop strong communication skills. They expand their vocabulary through staff's use of descriptive words, such as 'sizzling snake'. Staff focus on teaching single words before encouraging children to form sentences. They engage younger children in discussions about the books they read, including the images on the front cover and the blurb on the back. This helps children to understand the meanings of words like 'blurb' and 'spine'. n Staff have clearly defined roles and responsibilities, which they carry out efficiently. For instance, they research hearing loss and explore ways to adapt the environment for children who use hearing aids. In staff meetings, they discuss their roles and the strategies they have implemented, promoting teamwork and continuous improvement. As a result, staff fully understand how to meet the needs of children with special educational needs and/or disabilities.

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need to do better?

n Leaders and staff ensure funding is used effectively to support disadvantaged children. They collaborate well with external professionals, like speech and language therapists, to set personalised targets and ensure children receive the support they need to develop their skills.

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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 monitor staff practice more closely to quickly identify and address any weaknesses during transition periods n support staff in determining the level of assistance children need to further build on their independence.

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Setting details

Unique reference number 2696618 Local authority Walsall Inspection number 10372428 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 62 Number of children on roll 53 Name of registered person Honey Pot West Midlands Ltd

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reference number

Telephone number 01922 640 200 Date of previous inspection Not applicable

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Information about this early years setting

The Honey Pot registered in 2022. It is situated in Walsall. The setting employs 13 members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3 and three hold higher qualifications at level 5 or 6. The nursery operates all year round, from Monday to Friday between 8am until 6pm, except for bank holidays and two weeks at Christmas. The nursery offers funded places to two-, three- and four-year-old children.

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Inspection activities

n The manager and the inspector completed a learning walk to discuss the intentions for children's learning. n The inspector carried out a joint observation with the manager. n The inspector held discussions with the manager and staff about safeguarding and how they evaluates their practice. n The inspector observed the interactions between staff and children throughout the day and evaluated the impact on children's learning. n The views of parents were considered by the inspector, through verbal discussions and telephone conversations. n Children told the inspector about their friends and what they like to do when they are at the setting. n Relevant documentation was reviewed by the inspector, including evidence of the suitability of those working with children. n Staff spoke to the inspector during the inspection.

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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

24 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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