Hydra Tots

Hydra Tots

Unique reference number (URN): EY430914 Address: Hydra Kids, Unit 8, Hydra Business Park, Nether Lane, Ecclesfield, SHEFFIELD, S35 9ZX Type: Childcare on non-domestic premises Registered with Ofsted: 31/08/2011 Registers: EYR, CCR, VCR Registered person: Hydra Kids

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children benefit from a curriculum that is carefully planned and engaging, supporting their learning and development at every stage. Support for children with special educational needs and/or disabilities (SEND) is very effective. As a result, children make consistent progress across all areas of learning. Children develop their understanding, as language is linked to actions and routines, and they use photos of key routines and resources to help make their needs known. Children respond to visual cues and signing alongside spoken language, which supports their understanding.

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Achievement Strong standard

Children engage with staff as they sing and read books together. As a result, children develop confidence when communicating. Babies build early vocabulary as they explore books and repeat familiar sounds such as 'beep, beep', which supports their early communication. Older children are surrounded by rich language and confidently use new words during play. Gaps in children's learning are narrowing, including for children with SEND. Children are well prepared for the next stage in their learning, which for most is school.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have high expectations of children's behaviour. They explain to children why rules are in place and how to stay safe. This has a positive effect on children's behaviour and attitudes. For example, older children form lines and hold onto each other's shoulders as they get ready to walk to the soft-play area. Staff sensitively explain the rules during physical play and consequences of any actions.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate that they understand the values and rules of the setting, which are strongly embedded. As a result, children behave very well, showing kindness and respect. They say 'please' and 'thank you' and share resources with ease. Leaders and staff work alongside parents to ensure children are punctual and attend nursery. Attendance is monitored so that children do not miss learning opportunities.

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Behaviour, attitudes and establishing routines Strong standard

Children are very happy in the nursery and form strong, positive relationships with each other and with staff. They demonstrate that they are familiar with the routines. Staff reinforce these routines by using visual timetables and prompts so that all children are ready for the next part of the day, for example when preparing for transitions such as mealtimes.

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Children's welfare and wellbeing Strong standard

There is a strong, well-considered and highly effective key-person system in place. Children form secure attachments with adults who know them well. The environment is organised to feel cosy, homely and familiar. For example, all children have their own basket to bring their comforters and personal items from home. This supports children to settle quickly and feel emotionally secure.

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Children's welfare and wellbeing Strong standard

Staff greet children warmly on arrival. Less confident children are supported to settle at their own pace, and there is a strong focus on engaging with and involving all children. Support for children with special educational needs and/or disabilities is effective, and routines are adapted to meet children's individual needs.

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Children's welfare and wellbeing Strong standard

Children engage in learning with high levels of enthusiasm, confidence and independence. Staff know children and their families well and encourage families to share routines followed at home. There is a strong focus on promoting healthy and safe eating practices, as well as oral health. Children benefit from healthy home-cooked meals and snacks provided in line with guidance and dietary requirements.

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Curriculum and teaching Strong standard

All children benefit from an ambitious, well-sequenced curriculum that is tailored to their developmental needs and individual interests. Leaders make effective use of staff's individual expertise. For example, they identify specific staff to lead areas of the curriculum, such as language and communication, physical development and mathematics.

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Curriculum and teaching Strong standard

There is a strong focus on promoting early literacy and a love of books. Staff ensure all children have access to a wide variety of books. Books are carefully chosen to introduce new vocabulary and support learning intentions. Story times are interactive and engaging. Children listen with interest, anticipate what might happen next and join in with familiar refrains. These experiences support children to build vocabulary and develop early critical thinking skills as they predict and respond to stories.

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Curriculum and teaching Strong standard

Mathematical language and concepts are woven into everyday routines and play. Children count during activities such as filling containers or sharing resources, and they develop an understanding that numbers represent quantity. Staff introduce mathematical concepts such as 'big', 'little', 'more' and 'less', supporting children to use mathematical language in meaningful contexts. Staff consider how routines support children's physical and emerging independence.

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Inclusion Strong standard

Staff work extremely closely with parents and other professionals to design and implement individualised strategies to help each child reach their full potential. This helps all children, including children with special educational needs and/or disabilities, to thrive. Staff know children extremely well and have very high expectations for all children. They adapt teaching effectively so that all children can access learning and develop essential skills for the future.

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Inclusion Strong standard

Simple sign language, picture prompts and translation tools are used well to support understanding, starting with babies and the youngest children. Additional funding is used well to make reasonable adjustments and to purchase resources and adaptations to support children's individual needs. Staff access training to strengthen their understanding of children's additional needs and inclusive approaches.

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Inclusion Strong standard

Progress is tracked closely, allowing staff to identify gaps quickly and provide timely, targeted support. Statutory progress checks at age 2 are used alongside ongoing assessments to inform individual next steps for children. Staff's strong knowledge of child development enables them to shape learning to children's needs. This supports children to continue developing skills across all areas of learning.

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Leadership and governance Strong standard

Leadership and management of the nursery are significant strengths. Leaders are passionate and enthusiastic about giving all children the best start in life. Leaders take action to adapt the environment, routines and activities to ensure that support for children with special educational needs and/or disabilities is effective. They have a clear and concise vision for the curriculum, which is implemented and reviewed regularly.

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Leadership and governance Strong standard

Staff are highly trained and experienced. They carry out their responsibilities with pride and enthusiasm and state that they feel well supported by leaders. Staff work effectively together as a team, and leaders care passionately about the children and families attending. Leaders have developed a centre of excellence to support staff development, including apprentices, through coaching and mentoring support. Staff's wellbeing is given a high priority by leaders. Staff comment that they feel part of a supportive team where they are valued for their work and commitment.

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Leadership and governance Strong standard

Self-evaluation is incisive and accurate. Leaders and staff are clear about the steps they are planning to take to continue to provide high-quality care and education to all children.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

All children thrive in this inviting nursery, which parents and staff describe as a family approach to care and learning. Leaders and staff focus on helping children build strong bonds with them from the start. They gather in-depth information about each child and family. As a result, staff demonstrate a thorough understanding of each child and respond sensitively to their individual needs. Children arrive with smiles and enthusiasm, settle quickly and enjoy the exciting activities on offer. They independently access activities and routines that are precisely planned to promote a strong sense of belonging and security.

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What it's like to be a child at this setting

Leaders understand that the nursery is children's primary place outside of the home. Staff know children extremely well. They understand what children need to learn next and what

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Inspectors:

Rachael Barrett Caroline Brooks they are interested in. Leaders and staff use this information to plan and implement a broad and balanced curriculum that supports children's development across all areas. Support for children with special educational needs and/or disabilities is extremely well planned. There is a strong focus on engaging with, and involving, all children and families. As a result, activities are purposeful and inspire children to think critically, expand their vocabulary, develop their physical skills and sustain concentration for extended periods.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspectors spoke with leaders, staff, the special educational needs coordinator, parents and children during the inspection.

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About this inspection

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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Address:

Hydra Kids, Unit 8, Hydra Business Park Nether Lane, Ecclesfield SHEFFIELD S35 9ZX

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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