Triangle House Private Day Nursery

Inspection of Triangle House Private Day Nursery Butterworth Lane, Sowerby Bridge HX6 3NR

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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 arrive with a smile, excited for the day ahead. They hang their bags up and confidently greet practitioners. Children excitedly go to explore their environment. Practitioners encourage children to develop their independence from a very young age. Babies reach out to their key person when they see them. Practitioners get to know children very well. This helps children to form strong attachments. Children are happy and ready to learn.

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The provision is outstanding

Practitioners use positive language and good manners consistently, always talking calmly. Children copy this behaviour, such as by saying, 'excuse me' when they want their key person's attention. Practitioners teach children the importance of manners. Without thought, children share resources with their friends. For example, they patiently wait for their turn to use a bubble wand. Children encourage their friends to blow and pop bubbles. They are excited when their friends succeed. Children's laughter and excitement can be heard across the field. They are exceptionally confident, polite and show consideration to others. Children's behaviour is exemplary.

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The provision is outstanding

Children are deeply engrossed in an ambitious curriculum throughout the day. The setting works with charities and teaches children about hospices, orphanages and food banks. Practitioners teach children different languages, such as French and Spanish. Children go shopping and purchase items to cook. They are empowered as they cook food and then take meals home to serve to their family. Children create working models, for example, of an erupting volcano. Practitioners encourage children to express their thoughts and ideas. Children make predictions, anticipating when the 'volcano' will erupt. They laugh deeply when it explodes.

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need to do better?

n Children have exciting opportunities to strengthen their muscles. Practitioners lie with babies at their level, smiling and talking to them. They give verbal encouragement for babies to move, roll and extend their arms. Babies develop core strength. Practitioners provide activities on uneven ground. This supports young children to develop their balance and coordination. Practitioners encourage older children to climb the climbing frame. Children giggle with excitement when they get to the top. They develop resilience and learn about risk. n Children are immersed in their play. The atmosphere buzzes with children's excitement and eagerness to explore. For example, children are fascinated as they dig in soil. They curiously search through leaves and debris looking for insects. Children develop their observational skills. Practitioners teach children new language, such as 'beetles', 'woodlice', 'centipedes' and 'earwigs', as they

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need to do better?

21 March 2025 explore. n Practitioners teach with passion, energy and purpose. Their interactions with children are of a very high quality. Practitioners actively listen to children. This results in them asking thoughtful questions to encourage children to describe their play. Children reply with detailed responses. Practitioners support children's language development and critical thinking extremely well. n Children make marks with chalk and paint on the floor. Practitioners teach them to draw from left to right. They teach younger children that they do not need to swap chalk from one hand to another. Practitioners teach children the game of hopscotch. Children write numbers and hop between boxes, counting as they do. This supports their mathematical development. n Older children learn how to use a paint spray gun. They create patterns on a large sheet. Practitioners talk about the force of the spray, the way the paint

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need to do better?

splatters and the marks it makes. They ask children to explain where the splatters will land and why they think that. Children are engaged for long periods. n A strength of the setting is the support it puts in place for children with special educational needs and/or disabilities (SEND). Practitioners swiftly identify children who would benefit from additional support. This leads to a first-class support programme and extremely effective partnership working with a range of professionals and parents and carers. Managers use additional funding well. Children with SEND achieve the best possible outcomes. n Relationships with parents are outstanding. Practitioners make sure that parents are part of their child's learning. Managers actively seek parents' and children's voices to reflect and enhance practice further. For example, they have introduced weekly and monthly tasks for parents to complete with their child. Practitioners

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need to do better?

share information with parents through verbal feedback, an online app, a visual screen in reception and social media. Parents report that communication sharing and practitioners' support are excellent. n Leadership is extremely strong. The dedicated management team is passionate and strives for excellence. It leads the setting with determination through shared values and goals. There is a robust training package in place. This results in practitioners continually developing their knowledge and skills. Practitioners consistently report high levels of support for their well-being. There is also effective engagement through team meetings and supervision sessions. This ensures that children receive a very high quality of 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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Setting details

Unique reference number 2709241 Local authority Calderdale Inspection number 10372366 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 75 Number of children on roll 117 Name of registered person Triangle House Private Nursery Limited

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reference number

Telephone number 01422836574 Date of previous inspection Not applicable

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Information about this early years setting

Triangle House Private Day Nursery registered in 1995 and is located near Sowerby Bridge, West Yorkshire. The nursery employs 26 members of childcare staff. Of these, 16 staff hold appropriate early years qualifications at level 3 or above. The nursery opens from Monday to Friday, all year round, except for bank holidays and one week at Christmas. Sessions are from 7am until 6.15pm. The nursery provides government funded childcare.

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Inspection activities

n The manager completed a learning walk with the inspector and discussed the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Children communicated with the inspector during the inspection. n Parents shared their views of the setting with the inspector. n The inspector talked to practitioners at appropriate times during the inspection and took account of their views. n Practitioners spoke to the inspector about how they support children with SEND.

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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

21 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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