Gingerbread House Ltd

Inspection of Gingerbread House Ltd Gingerbread House, 100 New Street, Southowram, HALIFAX, West Yorkshire HX3 9SN

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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 are content in this small, family-run nursery. They are comfortable in the care of staff and move around the setting confidently. Children create close bonds with staff and are happy to spend time with each other. They cheerfully greet children who arrive later in the day. Settling-in procedures are flexible. Staff gather information from parents and carers about their children from their first visit. This helps staff to understand children's needs, and children settle in at the nursery quickly.

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The provision is good

Leaders have developed a curriculum that offers children opportunities across the seven areas of learning. They offer a balance of planned topics and activities and child-initiated play based on children's interests. For example, children are excited to explore an interesting seasonal tray of ice and polar bears based on the current winter topic. Staff use interactions to scaffold children's learning and development. For example, they set children mini challenges, such as threading small hoops onto cooked spaghetti strands to help to develop their hand-eye coordination.

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The provision is good

Children follow the routines and know what is expected of them. For example, children put on aprons before joining in with messy activities. They remove their coats and shoes and place them away when they arrive. The day flows calmly and children behave well.

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need to do better?

n Staff know children well. They carry out assessments of children's development to identify any gaps or delays quickly. Staff implement additional support and work with other professionals to ensure that all children make the best possible progress. n Children have good opportunities to practise their physical skills. They use their leg muscles to propel cars around the garden and to kick balls. Children develop their hand-eye coordination and dexterity, such as by holding and moving pens to make marks on a drawing pad. n Staff meet babies' care needs well. They are responsive to their needs and react quickly to ensure that babies are comfortable and happy. However, babies do not consistently benefit from the same learning opportunities that the routines and curriculum offer for other children. For example, staff do not ensure that all babies have shoes, which means some are not able to fully explore outdoors. At

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need to do better?

lunchtime, babies do not experience the social occasion of mealtimes as they sit slightly away from the rest of children. n Staff encourage children to be independent. Children confidently wipe their own noses and feed themselves at mealtimes. Staff offer children praise for their efforts, and children smile with pride when they achieve what they set out to do.

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need to do better?

27 February 2025 Children quickly develop the confidence to carry out self-care tasks, which prepares them for future success. n Staff support children's communication and language skills well. Staff model lots of language throughout the day. They hold conversations with children, read stories and model new words, such as 'icy' and 'brachiosaurus'. When children mispronounce words, staff sensitively repeat the word clearly so that children can hear the correct pronunciation. Children develop good communication skills. n The small staff team works closely together. It receives supervision sessions and engages in regular reflective discussions. Staff feel supported in their roles. However, while staff are encouraged to complete some training, this does not focus on individual areas for development to enhance their practice further. n Partnerships with parents are good. Staff share information with parents about

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need to do better?

their child's routines and learning. They encourage parents to share important information with them about their children. n Staff share resources with parents to use with their children at home. For example, children take turns to take a soft toy home for a week with his pyjamas and toothbrush. They enjoy having photos taken with the toy in their homes and on family outings. Parents and children engage in the process. This helps parents to feel involved in their children's time at nursery and helps to build solid foundations for involvement in their children's future education.

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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 routines to meet the learning and developmental needs of younger children more consistently n strengthen professional development plans to focus more sharply on identifying next steps for staff to enhance their practice.

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Setting details

Unique reference number EY404995 Local authority Calderdale Inspection number 10372207 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 34 Number of children on roll 17 Name of registered person Gingerbread House Ltd

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reference number

Telephone number 01422 385 438 Date of previous inspection 5 April 2019

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Information about this early years setting

Gingerbread House Ltd registered in 2010 and is located in Calderdale. The nursery opens Monday to Friday, 51 weeks of the year, closing for bank holidays and one week at Christmas. Sessions are from 7.30am until 6pm. The nursery employs five members of childcare staff. Of these, the manager holds early years professional status, one member of staff holds a qualification at level 6, two hold qualifications at level 3 and one holds a qualification at level 2. The nursery provides government funded childcare.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n Leaders joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n Staff spoke to the inspector during the inspection. n Staff spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between staff and children. n The inspector and a leader carried out a joint observation of an activity. n The inspector spoke to parents during the inspection and took account of their views. 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

27 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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