Holly House Private Day Nursery

Inspection of Holly House Private Day Nursery 62 Wensley Drive, LEEDS LS7 3QW

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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

Managers consider the ages and stages of children when planning their curriculum. They ensure that staff focus on the important skills they want children to learn at different points in their journey in the nursery. This ensures that children have the skills that they need by the time they start school. Staff help babies to feel safe and secure. They are attentive and help babies to fall asleep. Babies are comforted and reassured by staff as they sleep. Staff help them to develop their independence as they learn how to feed themselves. Babies develop their skills from an early age.

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The provision is good

Staff carefully plan learning so that children build on their existing skills and knowledge. They offer experiences that prepare them for later life. For example, children choose a recipe that they want to make. Staff help them to plan for the ingredients that they need. They take them shopping and work out how much money they need. Children learn about the world around them.

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The provision is good

Managers find out about children's past experiences and what they already know and can do. They talk to parents and get to know children's interests. They use this knowledge to plan learning that children engage in and are motivated to learn.

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need to do better?

n Staff support children's physical development. Babies enjoy exploring outdoors. They navigate slopes and climb in and out of structures. Staff provide more opportunities for children to develop their physical skills, as they climb steps and practise their balancing skills. Staff are close by to offer support and reassurance that gives children the confidence to have a go. n Staff support children to develop their language and communication skills. They identify gaps in children's learning and implement individualised interventions, such as small group work, to help children. This ensures that all children make good progress form their starting points. n Staff support children to develop their imagination and thinking skills. For example, children find pine cones and think about how they can use them. Staff ask thoughtful questions that help children to come up with their own ideas. They pretend to build campfires and roast sweets. Children develop their critical

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need to do better?

thinking skills. n Occasionally, routines and transition times do not support all children's needs. At some transitional times, such as snack time, children become disengaged and restless because they are waiting for too long. n Staff help children to learn about healthy lifestyles. They facilitate conversations with children about tooth brushing and how long you should brush your teeth for. n Learning is well structured so that children can learn at a pace that is tailored to

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need to do better?

4 February 2025 their needs. Staff plan a mixture of adult- and child-initiated activities so that all children benefit from what is offered. n Funding is used effectively to support children's needs. Managers consider where there may be gaps in children's experiences or development. They use funding to develop staff skills and provide exciting experiences that children might not otherwise have. n Managers support staff to develop their skills. They identify training that supports children's development. However, there is still some inconsistency in the quality of teaching across all staff, so that all children benefit from the same high-quality learning opportunities. n Managers and staff build good relationships with parents. They work in partnership with them and any other agencies that may also be supporting children, so that they are meeting all children's needs. They share information with parents, such as the key words that children are learning. This helps

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need to do better?

parents to continue this learning at home. This contributes towards the good progress that all children make. n Managers support staff well-being. They ensure that staff have opportunities during supervision sessions to talk about any concerns. This helps staff to be effective in their roles. n Managers evaluate the provision consistently and effectively. They engage with parents and gather their views. This helps them to continuously improve and develop the provision to meet the needs of all children.

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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 consider the organisation of transitional points in the day, so that all children remain engaged and motivated n strengthen existing development processes to ensure consistency of staff's teaching across all age groups, and support those staff who are undertaking additional qualifications.

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Setting details

Unique reference number EY436934 Local authority Leeds Inspection number 10367820 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 37 Number of children on roll 59 Name of registered person HHPDN Ltd

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reference number

Telephone number 0113 268 2211 Date of previous inspection 26 February 2019

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Information about this early years setting

Holly House Private Day Nursery registered in 2011 and is located in Leeds. The nursery employs 17 members of childcare staff. Of these, 14 staff hold appropriate early years qualifications. The nursery opens from Monday to Friday, all year round. Sessions are from 7.45am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The deputy manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the 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 spoke with the registered individual about the leadership and management of the setting. 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 and the deputy manager carried out a joint observation of a communication and language activity. n Parents shared their views of the setting with the inspector. n The inspector viewed 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

4 February 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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