Hebden Nursery Ltd

Inspection of Hebden Nursery Ltd Old Methodist Chapel, Main Street, Burnsall, North Yorkshire BD23 6BP

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children gain some knowledge and skills to help prepare them for their eventual move to school. However, there are inconsistencies in the quality of education that children receive. For example, staff do not consistently organise learning opportunities that support the youngest children to develop confidence in their learning. Staff interactions typically focus on developing older children's learning. This means that younger children are, at times, unable to engage in learning that meets their needs. Additionally, there are some weaknesses in how staff are supported to improve their practice.

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The provision requires improvement

Despite this, children arrive happy and eager to start their day. Staff greet them warmly as they arrive, helping them to separate from their parents and carers. Staff create an engaging environment for children to play and learn. For example, older children thoroughly enjoy experimenting with water outside. They work together to pour water through funnels. Strong attachments support children's emotional well-being. Children display affection and demonstrate that they feel safe and secure in their nurturing care.

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The provision requires improvement

Children behave well and are kind and caring towards each other. Staff act as positive role models and have high expectations for children's behaviour. They support children to use their manners, take turns and tidy away resources. Children receive lots of praise and encouragement and beam with pride as staff praise their achievements.

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need to do better?

n The quality of teaching is inconsistent across the nursery and staff's engagement with children varies. Staff do not consistently support the youngest children effectively to build the key skills that they need to learn. For example, during some planned activities, younger children are placed in highchairs for extended periods of time watching the older children play and learn. This does not support younger children to engage in their learning and to make the progress they are capable of. n Leaders value staff and take great care to ensure their welfare and well-being are supported. Staff complete mandatory training and attend some additional training, such as how to support children with special educational needs and/or disabilities. However, the staff monitoring arrangements are not rigorous enough to identify where staff need further support. In addition, the provider does not provide appropriate arrangements for the supervision of managers, to ensure

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need to do better?

they have effective support. n Children develop skills that promote their independence. They confidently choose what they wish to play with and actively seek out others to share their

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need to do better?

21 March 2025 experiences. Staff provide opportunities throughout the day for children to develop their independence. They support children to put on their own coats and shoes and become self-sufficient in their self-care skills. Children enjoy the responsibility of serving their own food at snack times and clearing away their plates. n Partnerships with parents are mostly effective. Staff use an online app and face- to-face communication to keep parents informed about what their children have been doing. Parents praise the staff team and say that their children love to attend the nursery. However, staff do not make parents aware of their children's specific next steps and how they can continue to support children's learning at home. In addition, not all parents are aware of who their child's key person is. n Children's communication and language development are promoted well. Staff model language and use visual prompts to support children's communication.

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need to do better?

Stories, rhymes and songs are a part of the daily routine for children. Staff engage in regular conversations with children throughout the day. They ask appropriate questions, and children are keen to respond. Children are confident communicators. n Staff plan group times with children as part of their daily routine. Children enjoy regular story times, singing and taking part in activities of their choice. However, on occasion, the noise levels and distractions prevent children from being able to listen and concentrate during some group activities. For example, during story time, staff have loud music playing in the background which prevents children from fully engaging. n Overall, staff engage and interact with children well as they play. For example, children enjoy planting seeds. Staff talk to the children about how seeds grow, and children are eager to plant their own. However, staff do not adequately plan

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need to do better?

for the transitions between routines. For instance, when preparing for outdoor play, children are left waiting for extended periods. This means, at times, children do not consistently benefit from frequent staff interactions to fully support their development.

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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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Due date

21 March 2025 improve all staff's understanding of how to plan and implement an age- appropriate, ambitious curriculum that is tailored to the individual needs of all children, with a particular focus on younger children 18/04/2025

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Due date

put in place appropriate arrangements for the supervision of staff and management, to ensure their practice is monitored effectively and they receive support, coaching and feedback. 18/04/2025

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should:

n improve partnerships with parents further, ensuring they all receive up-to-date information regarding their child's key person, next steps and how to support their children's learning at home n help staff to be more aware of distractions in the environment to enable children to concentrate and focus more n review and improve the organisation of routines so that children are not waiting for extended periods of time.

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Setting details

Unique reference number EY434389 Local authority North Yorkshire Inspection number 10376583 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 24 Number of children on roll 34 Name of registered person Hebden Lodge Nursery Limited

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reference number

Telephone number 01756720141 Date of previous inspection 28 May 2019

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Information about this early years setting

Hebden Nursery Ltd registered in 2011 and is located in Burnsall, North Yorkshire. The nursery employs eight members of childcare staff. Of these, two hold appropriate early years qualifications at level 2, four at level 3 and one at level 5. The nursery opens from Monday to Friday, all year round, with the exception of the Christmas period and bank holidays. Sessions are from 8am until 5pm. The nursery offers the government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 Parents shared their views of the nursery with the inspector. n Children spoke with the inspector during the inspection. 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

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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