Children's Place Halifax

Inspection of Children's Place Halifax The Poplars, Free School Lane, Halifax, West Yorkshire HX1 2YE

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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 thrive in this warm, accommodating setting. Staff respond well to children's needs and emotions, offering cuddles when children are upset. As a result, children settle quickly.

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The provision is good

When children start at the setting, staff ensure that they find out what children already know and can do. This helps to ensure that children are well supported in their development and next steps. Where there are any concerns, skilled staff liaise effectively with outside agencies to ensure that children in need of additional support get the help they need. This, along with the nursery's effective use of any additional funding it receives, helps to ensure that all children, including those with special educational needs and/or disabilities, make at least good progress.

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The provision is good

Staff support children effectively to learn to regulate their behaviour. They use available space for one-to-one time, when needed. When playing alongside children, they encourage them to share, take turns and to join in. For example, as older children play in a boat, staff encourage others to get involved. Children make tickets so that others can get on board. This helps to ensure children feel involved.

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The provision is good

Staff have a good awareness of how to keep children safe and recognise symptoms of abuse. They know the procedures to follow should they have any concerns.

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need to do better?

n The curriculum is clear and well balanced for all ages. Staff have a good understanding of what they want children to learn and children are well supported in their development. For example, older babies are encouraged to drink from an open cup and eat from a plate rather than a bowl. This helps to prepare children for transitions into the next room. n Staff engage effectively with children in their play, introducing new vocabulary and extending their learning. For example, when using a mud kitchen, staff talk about making pancakes and finding strawberries to go on them. This helps to develop children's imaginations. n Children are confident, inquisitive learners. Staff respond eagerly to children's interests, which helps to engage children in learning. Older children, for example, express an interest in`glow in the dark' materials. Staff talk to them about this, following up with the promise of receiving glow sticks. Younger

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need to do better?

children bring books which staff enthusiastically read, using the pictures and vocabulary effectively to extend children's learning. While, overall, staff respond well to children's needs, occasionally, younger children spend too long sitting and waiting. This includes, for example, for a meal or during adult-led activities. This means that, sometimes, children's concentration is not maintained and

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need to do better?

13 May 2025 some children become restless. n Staff are good role models for children, encouraging the use of good manners and to talk respectfully. Children are polite and show respect for each other. Older children enjoy carrying out jobs, such as sweeping up. This gives them a sense of responsibility and helps to develop their independence. However, some opportunities to develop children's independence skills are overlooked. For example, at mealtimes, as toddlers eat rice, they do so using their fingers, pushing the rice onto a fork, rather than using a knife. Staff do not consistently model or support toddlers to learn how to use these utensils appropriately. n Partnerships with parents are effective. Parents speak very passionately about the nursery and its staff, recognising how accommodating and supportive they are to them and their children. The nursery communicates well with parents, including ensuring they are kept well informed of their children's progress.

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need to do better?

Parents highly value the learning opportunities their children receive and acknowledge that their children make good progress. n Leaders talk passionately about the improvements they have already made to the nursery and the extra learning opportunities offered to children as a result. Similarly, they are clear about the next steps they need to take to improve it even further. Staff appreciate the support that leaders offer. Leaders check how well staff deliver the curriculum. This helps to ensure that the quality of education provided is of a high standard. Leaders meet regularly with staff to ensure that their knowledge and understanding of safeguarding practices are up to date. Additional training is provided when needed.

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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 reduce the length of adult-led activities and waiting time in the baby room to ensure that children are not sitting for too long and lose concentration n model and support toddlers in using utensils to enable them to use a knife and fork appropriately at mealtimes.

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Setting details

Unique reference number 303834 Local authority Calderdale Inspection number 10392900 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 59 Number of children on roll 89 Name of registered person The Children's Place Ltd

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reference number

Telephone number 01422 329 030 Date of previous inspection 11 October 2019

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Information about this early years setting

Children's Place Halifax registered in 1997. The nursery employs 14 members of childcare staff. Of these, 11 hold appropriate early years qualifications at level 2 or above. The nursery opens from Monday to Friday all year round, except bank holidays. Sessions are from 7am until 5.30pm. The nursery provides funded early education for babies, two-, three- and four-year-old children.

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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 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 Staff spoke to the inspector about how they support children with special educational needs and/or disabilities. n The manager and the inspector carried out a joint observation during snack time. n Parents shared their views of the setting with the inspector. 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

13 May 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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