Holly Grove Childcare

Report for childcare on domestic premises

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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

Staff create extremely strong bonds with the children. They know and are sensitive to each child's individual emotional needs and well-being. Children are confident to seek out the reassurance of staff when needed or for them to join in their play. Staff are excellent role models for the children to learn from. They consistently teach children about the impact of their behaviour and have high expectations of them. All children are keen to help others, understand and help implement the rules and routines. Staff teach children to understand when some children require more flexibility with routines, especially at group and mealtimes.

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The provision is good

Staff plan an engaging environment that sparks children's curiosity and supports learning through play. Activities and group times are based on children's abilities, learning and development. This ensures learning opportunities are focused on the skills and knowledge of the children. For instance, babies have opportunities to discover and explore new textures. They delight as they walk and touch sensory bags of liquids and coloured paints. Older children develop their exploration and investigation skills, as they try out various methods to free objects that are frozen in ice. Staff are enthusiastic about what children are learning and encourage their curiosity through positive interactions. This helps all children to embrace a positive attitude to learning.

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need to do better?

n Communication and language are a strength of the provision. Staff support children to communicate in a variety of ways. They teach children simple sign language and use visual aids, alongside speaking. Staff sing, read and talk to children throughout the day. Babies giggle and smile as staff sing familiar nursery rhymes to them, then continue singing on their own. Older children are introduced to new words, such as 'absorbing' and 'defrosting', to extend their vocabulary. This support ensures that children learn to become confident communicators. n Children demonstrate excellent independent skills. Staff teach children these vital skills including personal care routines. Children prepare utensils and crockery for meals and snacks. They expertly serve their own food and pour their drinks. Children help to clear their plates and understand what can be recycled. However, staff have not considered the suitability of the tools provided to

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need to do better?

children. This includes knives too blunt to cut firmer fruits, making their given tasks too challenging to achieve. n Staff frequently observe children and make use of this knowledge to provide children with activities linked to their interests and development stage. The curriculum is varied and engaging, covering all areas of development. However, there are limited opportunities for staff to introduce new ideas and learning

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need to do better?

23 June 2025 experiences to further children's learning about the world around them. n Staff use assessments accurately to identify where children may need support. When they identify gaps or delays in children's development, staff act swiftly. They work closely with families and outside agencies to ensure that all children, including those with special educational needs and/or disabilities (SEND), make good progress from their starting points. n Staff promote healthy lifestyles by ensuring children regularly spend time outdoors daily, enjoying fresh air and physical activity. They teach children about healthy eating and provide varied opportunities to develop physical skills through activities, such as football, rugby, yoga and imaginative play. Children confidently use age-appropriate equipment, such as soft play shapes for babies, while older children build their strength, balance, coordination, and confidence as they use

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need to do better?

the large climbing equipment, including a boat. n The manager and staff work in collaboration with parents to support children's continued learning at home and at the setting. Parents speak highly about the service provided. They share how the manager and staff are dedicated to providing nurturing interactions with their children who love to attend. n Leaders use evaluation well to identify areas for improvement. They offer staff regular support and coaching and provide clear ongoing feedback. This promotes good staff morale and improved staff practice, resulting in staff meeting children's needs effectively.

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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 ensure children are provided with tools appropriate to their age and stage of development to enable them to complete given tasks n provide opportunities to introduce new ideas and learning experiences to extend children's knowledge and understanding of the world around them.

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Setting details

Unique reference number EY549766 Local authority Doncaster Inspection number 10404071 Type of provision Childcare on 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 18 Number of children on roll 32

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reference number

Date of previous inspection 31 October 2019

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Information about this early years setting

Holly Grove Childcare registered in 2017. The setting employs six members of childcare staff. All hold appropriate early years qualifications at level 3, including one who holds qualified teacher status. The setting opens from Monday to Friday all year round. Sessions are from 7.30am until 5.30pm. The provider offers the government funded places for childcare.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 The inspector spoke with the registered individual about the leadership and management of the setting and viewed any relevant documentation. n Staff spoke to the inspector about how they support children with SEND. 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 The manager and the inspector carried out a joint observation during snack time and lunch time. n The inspector spoke to several parents during the inspection and took account of

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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

23 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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