The Northern Lights Preschool and Out of School Club

Inspection of The Northern Lights Preschool and Out of School Club Northern Lights Preschool, Arnold Street, Halifax HX1 5EE

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

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The provision is outstanding

Children are nurtured to become confident learners and communicators under the care of dedicated staff at this diverse and inclusive pre-school. Leaders and staff are committed to supporting children's knowledge of other cultures and backgrounds. For example, children find out about places of interest, animals and foods from around the world. They learn songs and rhymes in their home and other languages. Children join in with singing a good morning song each day and say hello to their friends. This supports children to develop a deep sense of belonging to the pre-school, and as a result, children flourish as they learn and play.

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The provision is outstanding

Leaders and staff put in place effective daily routines to support children's speaking and listening skills. For instance, children hear and join in with daily songs and stories. They eagerly sit and listen to their favourite stories which staff read with expression and enthusiasm. Children show their knowledge of repeated words and phrases from the story. Staff are exceptionally skilled at joining in with children's play and supporting their language skills. Consequently, children develop their communication skills at a rapid pace.

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The provision is outstanding

Staff have exceedingly high expectations for children's behaviour. For example, when children need further support to manage their behaviour, staff encourage children to speak to each other about how their actions make them feel. Staff use timers to support children to learn how to wait patiently for their turn with the toys. Children happily share the toys and resources with their friends when they have finished playing. Staff act as good role models for children, and in turn, children learn to be kind and respectful towards each other.

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need to do better?

n Staff have a clear understanding of the skills and knowledge that they want children to learn by the time they leave the pre-school. They put in place purposeful activities and experiences that focus on helping children to develop these skills. Staff thoughtfully consider how to plan and resource the learning environment to meet children's needs and stimulate their interests. As a result, children show high levels of engagement as they take part in independent or adult-directed play and activities. n Leaders and staff understand the importance of inspiring children to be healthy and take part in exercise. They ensure that children have opportunities to be outside in all weathers. Children enjoy taking part in daily physical activity, such as 'the daily mile'. This provides children with the time and space to run and be active. Children learn that being active helps them to stay fit and happy. n Leaders and staff work in partnership with other professionals, such as health

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need to do better?

11 March 2025 visitors and the Portage team. This supports them to put in place successful strategies to support children with special educational needs and/or disabilities (SEND). For instance, staff set up sensory activities to support children to feel settled when they arrive to the pre-school. Leaders and staff ensure that appropriate educational and care plans are in place to support children when they move on to new settings. Parents and carers report that children with SEND make excellent progress. They are appreciative of the support from leaders and staff. n Staff provide daily experiences to support children to develop their independence and self-care skills. For example, children learn to serve their own drinks and fruit at snack time. They take part in daily toothbrushing sessions. Children help to take care of the pre-school's pet tortoise. These opportunities support children to learn to develop high levels of confidence in their own abilities.

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need to do better?

n Leaders and staff build strong relationships with parents and carers. Staff invite parents to attend regular meetings with their children's key person. They encourage parents to attend stay-and-play sessions with their children at the pre-school. This helps parents to be well informed about their children's learning and experiences. n Leaders and staff provide activity packs, books and toys for parents to share with their children at home. Parents are encouraged to post any learning at home on an app that the pre-school uses to communicate with parents. This promotes a two-way flow of information about children, which in turn, promotes continuity for their care and development. n Leaders have an ongoing commitment to reviewing the quality of the pre-school provision. They have an excellent oversight of the pre-school and regularly observe and monitor staff's practice. Leaders value the views and opinions of

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need to do better?

staff. They review their workload to ensure that their well-being is supported. These approaches foster a highly competent staff team who work well together to provide positive learning and care experiences for 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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Setting details

Unique reference number 2809262 Local authority Calderdale Inspection number 10389541 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 Sessional day care

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inspection

Total number of places 65 Number of children on roll 65 Name of registered person Association of Islamic Charitable Projects

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reference number

Telephone number 01422 251925 Date of previous inspection Not applicable

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Information about this early years setting

The Northern Lights Preschool and Out of School Club opened in 2012 and re- registered in 2024. It is located in Calderdale and is managed by a voluntary organisation. The pre-school employs nine members of childcare staff. Of these, six staff hold appropriate early years qualifications at level 3 or above, including one member of staff who holds a qualification at level 6. The pre-school operates Monday to Friday, during term time. Sessions are between 7.20am until 3.25pm for early years care, and after-school care is provided between 3.25pm until 6pm. The pre-school receives specific funding for disadvantaged children and offers government funded childcare for children aged between nine months and four years.

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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 to and communicated 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 manager about the leadership and management of the pre-school. n The inspector spoke with the manager and staff about their safeguarding knowledge and responsibilities. n Staff spoke to the inspector about how they support children with SEND. 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 the children. n The inspector carried out a joint observation of a communication and language activity with the manager.

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Inspection activities

n Parents shared their views on the pre-school with the inspector. 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

11 March 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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