Chatterbox Children's Academy

Inspection of Chatterbox Children's Academy 311 Sheffield Road, Birdwell, Barnsley, South Yorkshire S70 5TU

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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 arrive at this welcoming and nurturing setting with enthusiasm. They are warmly greeted by familiar, caring staff, who know them well. This strong sense of belonging helps children settle quickly and feel emotionally secure. Babies snuggle into familiar adults and confidently explore sensory-rich environments. Toddlers and pre-school children are eager to join activities and play with their friends. As a result, they make positive strides in their development and are well prepared for the next stage of their education.

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The provision is good

Staff have high expectations of children's behaviour. Children are kind and play cooperatively with their friends. For example, during outdoor play, children take turns riding bikes and share tools in the mud kitchen. Staff model respectful behaviour and use gentle reminders to help children look after toys. As a result, children show high levels of engagement, take pride in their learning, and develop confidence in their physical and social skills.

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The provision is good

Staff plan activities that build on what children already know and can do. They consistently model new words and encourage children's communication. Routines are designed to promote children's independence. For example, children confidently put on their coat, serve their own snack, and help to tidy up. This helps children make good progress across all areas of their learning and development.

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need to do better?

n The setting offers clearly planned educational programmes that are delivered in order. Staff focus on supporting children's communication and language, personal, social and emotional development, and preparing children for their next stage of education, such as school. Staff use their understanding of child development to structure children's learning across the age groups. n Staff build warm and trusting relationships with children, particularly in the baby and toddler rooms. This creates a secure base from which children feel confident to explore their environment. For example, babies show clear affection for familiar adults and seek comfort and reassurance, when needed. As a result, children display high levels of emotional well-being and begin to develop resilience and independence. n Leaders are knowledgeable, passionate and committed to providing high-quality care and education. They have a clear understanding of how children learn and

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need to do better?

use regular observations to identify strengths and areas for development in staff's practice. Staff receive ongoing supervision and support, which focuses on their professional development and well-being. This has created a positive team culture in which the quality of care and education continually improves. n Although teaching is strong overall, staff sometimes do not notice when some

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need to do better?

2 June 2025 children need more individual support to direct their learning. For example, some quieter or most-able children, occasionally lack structure in their play. As a result, their learning is not always extended. n Partnership with parents and external agencies is strong. Staff use various communication methods such as newsletters and messaging platforms to involve families in their child's learning. Staff work with parents and professionals to provide targeted support for children who need this. Funding is used well to meet individual children's needs. This means that children with special educational needs and/or disabilities are well supported. The setting's highly inclusive approach ensures all children make good progress from their starting points. n Children benefit from outdoor play that promotes their physical development. Staff provide a wide range of activities, such as using spray bottles, scoops and

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need to do better?

digging tools. These support the development of both small and large muscles. As a result, children build strength, coordination and confidence in their physical abilities. n New staff complete relevant training during their induction and are gradually introduced to children and families before being allocated key children. This ensures that staff are confident and well prepared before taking on key responsibilities. n Staff encourage communication and language across all age groups. They model new vocabulary during play, such as 'deep' and 'shallow' in outdoor soil activities, and use words like 'tickle' and 'shake' with babies during sensory play. In the toddler room, staff ask open-ended questions and give children time to respond. As a result, children are confident communicators, who enjoy sharing their ideas and engaging in meaningful conversations.

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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 develop further the good quality of teaching to ensure all children consistently receive individualised support and challenge.

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Setting details

Unique reference number 2511280 Local authority Barnsley Inspection number 10399702 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 62 Number of children on roll 115 Name of registered person Chatterbox Children's Academy Ltd

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reference number

Telephone number 01226 361222 Date of previous inspection 11 December 2019

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Information about this early years setting

Chatterbox Children's Academy re-registered in 2018. It is located in the Birdwell area of Barnsley. The nursery employs 21 members of childcare staff, of whom 16 hold appropriate early years qualifications between level 3 and 6. The nursery opens from Monday to Friday for 51 weeks of the year. Sessions are from 8am to 6pm with an early start at 7.30am also being offered. The nursery provides funded early education for children.

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Inspection activities

n The inspector viewed all areas and discussed with the manager how these areas are used. n The manager and the inspector evaluated the effectiveness of an activity together. n The inspector observed the children and staff and spoke with them at appropriate times during the inspection. n Parents shared their views of the provision with the inspector. n Relevant documentation was reviewed by the inspector including suitability checks and paediatric first-aid qualifications. n The manager discussed their safety and child protection procedures and safeguarding discussions were undertaken with members of the staff team.

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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

2 June 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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