Holyrood Salford Royal

Inspection of Holyrood Salford Royal Stott Lane, SALFORD M6 8FJ

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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 bright and well-organised setting. They build positive relationships with staff, who are calm and nurturing. Staff have high expectations for children's progress and work tirelessly to meet their individual needs. The key- person system is embedded well. This helps staff to get to know children well and support them to understand their emotions. These bonds help children to feel safe and secure.

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The provision is good

Leaders have envisioned an ambitious and holistic curriculum for children. They have developed the curriculum to cover areas they think children need to learn to be 'ready for life'. Staff weave learning opportunities into the daily routines in all rooms. This helps to ensure that children of all ages embed their skills across all areas of learning.

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The provision is good

Staff provide children with plenty of opportunities for outdoor play. Children demonstrate good physical dexterity and listen well to staff's instructions as they complete their 'daily mile'. They run freely around the secure outdoor area, racing each other to see who can gather the largest twigs to make dens. Staff teach children to take appropriate risks and challenges as they play. This builds children's confidence and resilience and gives them a sense of achievement when they succeed. Children delight in creating an obstacle course and smile with pride as they receive praise from staff for their efforts. They develop highly positive attitudes to their learning.

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need to do better?

n Leaders are committed to providing a high standard of care and education for children. They act with integrity in using the funding children receive to ensure that it best meets their individual needs. Leaders are passionate and committed to their roles and driven to make continuous improvements. n Leaders forge strong relationships with parents, carers and external professionals to support children with special educational needs and/or disabilities (SEND). Staff provide children with SEND with tailored support and detailed individual plans. This supportive and collaborative approach helps children to make good progress. n Children who speak English as an additional language progress well. Staff liaise with parents and learn words in their home languages to help children to develop a good grasp of English. This two-way flow of information helps to strengthen partnerships and supports children to learn new words.

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need to do better?

n Leaders strive to offer parents an abundance of information to create a greater awareness, such as information on the dangers of small batteries as a choking hazard. They cover topics such as oral health in detail. Leaders recognise the

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need to do better?

13 May 2025 local concerns and invite dental practitioners to the setting to share information with children and families. Children brush their teeth at the setting, and each child is sent home with a toothbrushing pack and information on how to secure a dentist. This supports children's oral health and embeds healthy habits. n Children demonstrate a secure knowledge of the daily routine. For instance, during a well-organised lunchtime, children line up to wash their hands and sit politely at the table. They self-serve their pasta and pour their own water. Staff teach children about healthy eating habits. Children become increasingly independent in managing their personal needs. n All staff are nurturing, use good facial expressions and are receptive to children's needs. However, they do not always use a consistent style of questioning that allows children to form a well-thought-out response. Also, some staff do not

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need to do better?

understand the reasons why they are carrying out certain activities. This does not help children to develop their thinking skills and vocabulary, and also support the successful implementation of the curriculum. n Parent partnerships are highly effective. Staff strengthen the two-way flow of information between home using an app, as well as by providing daily feedback. Parents speak highly of the setting and comment on the flexibility and support they receive. For instance, staff provide thorough settling-in sessions and 'take- home bags' for babies, which cover early communication and how to further support this at home. This helps to meet children's and their families' needs.

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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 support staff to strengthen their interactions with children and understand how to implement and embed the curriculum more consistently.

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Setting details

Unique reference number EY370892 Local authority Salford Inspection number 10380470 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 65 Number of children on roll 86 Name of registered person Thrive Childcare And Education Limited

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reference number

Telephone number 0161 788 7730 Date of previous inspection 11 June 2019

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Information about this early years setting

Holyrood Salford Royal registered in 2008 and is located in Salford. The setting employs 21 members of childcare staff. Of these, 16 staff hold appropriate early years qualifications at level 2 and above. The setting opens from Monday to Friday, all year round. Sessions are from 7am until 7pm. The setting offers government funded childcare.

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Inspection activities

n The inspector had a learning walk with the manager of all areas of the setting and discussed the early years curriculum and the expectations for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The manager and the inspector discussed how the curriculum for children with SEND is implemented and the impact on children's progress. n The inspector spoke with parents, staff and the children at appropriate times during the inspection and took account of their views. n The inspector looked at a sample of relevant records and documentation, including evidence of staff's suitability and training. n The inspector viewed the provision and discussed the safety, security and suitability of the premises.

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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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