The Hollytree

Inspection of The Hollytree 49-53 George Street, Ravensthorpe, Dewsbury WF13 3LL

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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 Not applicable

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The provision is good

All children thrive in this diverse and inclusive setting. The warm, friendly staff act as good role models for the children, displaying excitement and enjoyment in children's learning. Children have a positive 'can do' attitude and seek staff for additional support when needed. Children are confident, inquisitive learners. They happily leave their parents to go to staff on arrival, and even the youngest children settle very quickly.

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The provision is good

The well-planned indoor and outdoor provision complements the ethos of the setting to encourage curiosity, both indoors and in the natural world, and follow children's interests. For example, when children take part in an activity to find worms in a large tray but become more interested in the texture of the soil, staff encourage this and provide language to describe how the soil feels.

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The provision is good

The curriculum meets the needs of all children, including those with special educational needs and/or disabilities and those from disadvantaged backgrounds. Children make good progress. Additional funding is used appropriately to support these children.

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The provision is good

Setting expectations and boundaries are supported by the staff. For example, when children are looking at books outside and put them down, staff remind them that books are left closed and put away appropriately. Furthermore, staff model and encourage the use of manners, promoting respect.

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need to do better?

n The activities and experiences provided for the children support their interests. Older children grow vegetables and understand how to look after them. Children describe how plants need water and light to grow, and staff enthusiastically describe how children sing to the carrots to help them grow. Children's interests are further embraced through, for example, providing opportunities for children to explore planting independently. Children excitedly describe how they plant and how the rain and water will help the fruit grow. This links in to children's home life experiences as children describe how they also take part in planting at home. n Staff are skilled in developing children's vocabulary and extending learning in their chosen theme of play. For example, when younger children are taking part in a role-play activity in the kitchen, staff introduce the word 'spatula' and explain what it is for. Older children excitedly explore 'floating and sinking' in the

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need to do better?

water tray, and staff support by introducing animal names and extending knowledge by describing how the whale often floats on the surface of the sea. n Staff happily play alongside the children, repeating words back to them and

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need to do better?

10 July 2025 modelling sentences. However, on occasion, the sentences are not grammatically correct, so children do not always hear correct terminology and phrases to fully support their development. n Parents are very positive about the nursery. They value the friendliness and support of the staff and recognise the progress that their children make. They know what to do if they have a concern and talk about how well their children have settled with staff and how children's independence has developed. n Children's behaviour and attitudes are positive. When children do need support, staff are there to help. For example, when older children are making vegetable soup in the garden and need help with sharing, staff empathetically support, and children happily continue to play together. Younger children are encouraged to take turns when using sensory toys. n The diversity of the nursery is celebrated by all staff. Managers talk about how

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need to do better?

they embrace this, teaching children about different festivals from all religions. Prayers are said before mealtimes in different languages to further promote inclusivity. Staff are familiar with key words in children's home languages, and some staff speak parent's home languages, allowing for effective communication. n Leaders and managers have a good understanding of the curriculum and improvements that they want to make. The director talks passionately about further training for staff. However, this has not yet been implemented. Currently there are no strategies in place to ensure that staff have the opportunity to improve their knowledge and understanding through training. Furthermore, there are no measures in place to monitor the effectiveness of training if it is undertaken and to assess how it improves teaching and learning.

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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 strenthen support for children's language skills, with a particular focus on the use of appropriate grammar n implement and assess the impact of focused staff training and development to further improve teaching and learning.

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Setting details

Unique reference number 2803137 Local authority Kirklees Inspection number 10366458 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 71 Number of children on roll 66 Name of registered person The Hollytree Partnership

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reference number

Telephone number 01924493926 Date of previous inspection Not applicable

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Information about this early years setting

The Hollytree registered in 2024 and is in Dewsbury. The nursery employs 12 members of childcare staff. Of these, eight hold appropriate early years qualifications. The nursery is open from 7.30am to 6pm, Monday to Friday, all year round, except for bank holidays and Christmas week. The nursery offers the government-funded places for childcare and receives specific funding for disadvantaged children.

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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 nominated individual/registered individual about the leadership and management of the nursery. 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 inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

10 July 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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