Hill Top Private Day Nursery

Inspection of Hill Top Private Day Nursery Stalyhill Drive, Stalybridge SK15 2TR

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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 are happy and demonstrate secure relationships with staff who care for them. Interactions between children and staff are positive and remind children to behave in positive ways. For example, children in the toddler room are encouraged to take turns and share their toys in the role-play corner. Children play alongside their peers, answering toy phones and making food. Children enjoy learning about the world around them through a range of activities. Older children explore an insect sensory tray, naming the different bugs they find and discussing where they might find these bugs in the garden. Staff recall recent visits to their local forest school, and this prompts discussions about recent memories. Children recall when they found bugs underneath the logs and used their magnifying glasses to look for them. As a result, children are learning to be curious and show consideration for the world around them.

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The provision is good

Staff support children to become independent. During messy activities, children of all ages attempt to put their own aprons on. Staff are on hand to offer support and encouragement where needed. Children brush their teeth independently and wash their hands before mealtimes. This supports high levels of well-being, and children confidently learn to care for themselves.

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need to do better?

n The curriculum extends well, for some children, to outdoor learning. For example, older children practise their large-muscle movements as they use bikes and learn to understand the world as they enjoy hunting for bugs. However, the curriculum is less well planned and implemented for the youngest children. Babies are not always supported to be able to explore, enjoy and learn in the outside space. Therefore, the youngest children are not always benefiting from meaningful learning. n Leaders and staff have begun to implement new strategies to support children who may have communication and language delay. However, this has not yet been embedded across the whole team. As a result, some staff are not consistently supporting children to make good progress with their language development. For example, some babies in the baby room have dummies for prolonged periods of time. This hinders their speech development in preparation

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need to do better?

for the next room. n Children engage in activities well. They work together during activities to save the sea animals trapped inside the ice. They attempt to melt the ice in a range of different ways, rubbing and smashing the ice. Staff encourage the children to explore their own ideas to smash the ice. This supports children to become critical thinkers. n Older children use their environment independently, choosing different-coloured

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need to do better?

27 June 2025 paints and creating art on the easel. Children take pride in their artwork and remain engaged for long periods of time. As a result, children are learning patience and a joy for mark making. n Parent partnerships are a key strength within the nursery. Leaders and staff host regular open evenings to share what the children have been learning. All staff communicate their weekly plans for children's activities. This helps to keep parents up to date on relevant information and how they can support their child's learning at home. n Staff are confident and skilled in recognising when a child may benefit from extra help. For example, when concerns arise, staff promptly involve parents in regular, constructive discussions. They ensure a shared understanding and consistent support both at home and in the nursery. As a result, early intervention strategies are put in place quickly, allowing children to access the

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need to do better?

right support at the right time. This proactive approach helps to close gaps in development and ensures all children are given a good start in their learning journey. n Overall, children behave well within the nursery, showing respect for both their peers and the environment. Staff actively promote positive behaviour by celebrating individual achievements through initiatives like 'the proud cloud', which are shared during circle times. This consistent recognition encourages children to reflect on their actions, take pride in their behaviour and celebrate the successes of others. As a result, children are developing a strong sense of empathy and an understanding of appropriate behaviour, laying the foundations for positive social relationships. n Staff report high levels of support and well-being. All staff have regular supervisions and are provided with opportunities to access relevant training. New staff are guided through the expectations of the nursery and have regular

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need to do better?

check-ins with leaders. As a result, staff understand the nursery policies and procedures. This helps to keep children safe within the nursery.

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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 strengthen the curriculum for outdoors, particularly for babies, to enhance children's learning opportunities n continue to embed strategies that support communication and language development with the whole staff team.

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Setting details

Unique reference number EY486494 Local authority Tameside Inspection number 10392528 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 75 Number of children on roll 75 Name of registered person Hilltop Early Learning Provision Ltd

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reference number

Telephone number 01457767400 Date of previous inspection 30 August 2019

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Information about this early years setting

Hill Top Private Day Nursery opened in 2004 and re-registered in 2015. The nursery employs 13 members of childcare staff. Of these, four hold appropriate early years qualifications at level 6, five at level 3, three at level 2, and one is unqualified. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am to 6pm. The nursery provides funded early education for two-, three- and four-year- old 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 to, or communicated 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 about the leadership and management of the nursery. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of staff working in the nursery. n The inspector spoke to several parents during the inspection and took account of their views.

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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

27 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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