Lamberhead Green Headstart

Lamberhead Green Headstart

Unique reference number (URN): EY368331 Address: Lamberhead Green CP School, Kershaw Street, Orrell, WIGAN, Lancashire, WN5 0AW Type: Childcare on non-domestic premises Registered with Ofsted: 01/04/2008 Registers: EYR, CCR, VCR Registered person: Headstart Committee

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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 make secure and sustained progress from their starting points. They develop confidence, independence and resilience through experiences that allow them to practise and apply their skills throughout the day. Children show they remember what they have learned by responding appropriately in unfamiliar situations. For example, during a fire evacuation, children stop what are doing, listen carefully and follow instructions calmly.

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Achievement Strong standard

Children's progress in communication and language is evident in their confidence to express ideas and engage in conversation. They initiate interactions with their peers and staff and use an increasingly wide range of vocabulary. Children's physical development is also a strength. For example, they show improving control and coordination as they roll, press and shape play dough confidently.

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Achievement Strong standard

Transitions are a significant strength and make a strong contribution to children's achievements. Children understand expectations well and apply skills independently as they move between activities and parts of the setting. When moving to lunchtime, children walk calmly, follow visual cues, such as blue footsteps on the playground, and organise themselves with confidence. This shows that children can regulate their behaviour and apply their learning securely in different contexts.

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Achievement Strong standard

Children with special educational needs and/or disabilities, those facing barriers to learning and those known, or previously known, to children's social care achieve alongside their peers. They take part confidently in daily activities and are very well prepared for their next stage of learning, including their move to school.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well and show positive attitudes to their learning. They are settled, calm and engaged. Children approach activities with interest and curiosity. They sustain focus during play and show enjoyment in learning alongside others. Children demonstrate they can regulate their emotions very well for their age. They manage their emotions well and respond positively to staff's guidance. Children approach staff confidently for reassurance or support when needed. They approach unfamiliar adults with confidence, knowing that familiar staff are close by to provide reassurance if needed. Children show that they understand expectations because they listen carefully and follow instructions with minimal reminders.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well established and support children's behaviour effectively. Children know what is expected of them and manage changes calmly. When it is time to change activities, children stop what they are doing, listen and prepare themselves without disruption. This shows that children can regulate their behaviour and respond appropriately as routines change.

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Behaviour, attitudes and establishing routines Strong standard

Children interact positively with their friends. They share resources, take turns and cooperate during play. Minor disagreements are resolved calmly with staff's support where needed. Children show respect for others. They are beginning to understand how their behaviour affects those around them. Leaders promote punctuality and attendance through clear expectations and positive relationships with families. Inclusive approaches ensure that staff consider children's age, stage of development and individual circumstances. As a result, children attend regularly, settle quickly and participate fully in daily routines.

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Curriculum and teaching Strong standard

Leaders understand the quality of the curriculum and teaching extremely well and use this insight to sustain an ambitious, broad and balanced curriculum across all areas of learning. They place strong emphasis on children's physical development and personal, social and emotional development as foundations for learning. Routines and experiences are carefully designed to help children develop confidence, self-control and resilience. For example, staff consistently encourage children to assess risks for themselves during play, such as deciding how to climb or balance safely, which builds independence and emotional security.

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Curriculum and teaching Strong standard

Staff support children's communication and early mathematical understanding skilfully through play and routines. They plan opportunities where concepts are revisited and deepened over time. For example, children count and compare quantities during water play, explore shape and pattern through painting and develop understanding of measure through repeated sensory experiences. Staff model precise vocabulary, such as 'stretch', 'smooth' and 'heavy', and use it consistently, so children begin to apply this language independently.

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Curriculum and teaching Strong standard

Outdoor learning is a significant strength. Staff plan purposeful physical experiences that progressively build children's strength, coordination and control. For instance, children use large equipment, including a seesaw, to practise balancing, negotiating turn-taking and managing frustration. Staff extend learning through thoughtful questioning and encouragement. Regular community walks, including visits to the library, further enrich the curriculum and support children's curiosity and confidence beyond the setting

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Inclusion Strong standard

Leaders have created an inclusive culture in which children's individual needs are identified early and barriers to learning and wellbeing are reduced effectively. Leaders use observations, ongoing discussions with parents and carers and advice from professionals to build a secure understanding of children's needs. They agree support promptly and ensure that it is embedded into everyday practice, so children can participate fully alongside their peers.

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Inclusion Strong standard

Leaders work closely with families and external professionals to coordinate support and help families access additional services when needed. They use additional funding well to reduce practical barriers to attendance and participation. Children known, or previously known, to children's social care benefit from staff who understand their circumstances and provide consistent care and reassurance. As a result, these children feel secure, settle quickly and engage confidently in daily routines.

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Inclusion Strong standard

The shared special educational needs coordinator model is effective. Coordinators remain with the same group of children from entry to transition to school, which provides continuity and strengthens relationships with families. This enables leaders and staff to track children's

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Expected standard

development over time and respond quickly when needs change. Leaders use a graduated approach to review support regularly and adjust provision in partnership with families and professionals. Consequently, support is timely, well coordinated and responsive, helping children to thrive and make progress alongside their peers.

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Leadership and governance Strong standard

Leaders demonstrate confident, reflective leadership and have a clear understanding of the setting's strengths and priorities for improvement. They regularly review practice through observation, supervision and ongoing discussion with staff. For example, through observation, leaders identified differences in staff's confidence when supporting children during group activities. Leaders acted promptly by putting targeted training and practical support in place and then checking its impact through follow-up observations and discussion. This ensures that practice is consistent across the team, so children experience reliable care and learning. Leaders recognise that maintaining consistency requires ongoing attention and have clear plans to continue developing staff's skills. Professional development is well planned and closely linked to children's needs. Staff feel valued and well supported and speak positively about leadership, which creates stability and benefits

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Leadership and governance Strong standard

children through familiar routines and trusted relationships.

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Leadership and governance Strong standard

Leaders manage staff's workload and wellbeing carefully. Regular supervision and protected time for additional responsibilities help staff balance their roles effectively. Governance provides effective support and challenge. Those responsible for governance know the setting well and work closely with leaders. They check that leaders' decisions support children's wellbeing, learning and care and that families' needs are considered.

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Children's welfare and wellbeing Expected standard

Staff support children's welfare and wellbeing effectively. Children feel settled and emotionally secure because familiar staff respond consistently to their needs and provide reassurance when required. This consistency helps children to feel safe, calm and confident as they move through the day. Staff use daily care routines to support children's physical wellbeing. Mealtimes are calm and well organised. Staff support children to eat safely in a relaxed environment. They supervise children closely and manage risks effectively, including during mealtimes. Staff encourage children to develop independence, such as cutting up food for themselves, within a well-supervised environment that promotes their confidence and self-care skills.

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Children's welfare and wellbeing Expected standard

Staff promote children's oral health through daily toothbrushing after lunch. They share information with parents and carers to help reinforce healthy habits at home. However, hygiene routines are not yet consistently embedded. For instance, staff support children with tissues when needed, but do not consistently encourage children to wash or sanitise their hands before returning to play. This means children do not receive consistent support to develop a secure understanding of hygiene as part of everyday self-care. As a result, while children's immediate welfare needs are met, this inconsistency limits how effectively the setting supports children to develop long-term healthy habits.

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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

Leaders and staff greet children warmly as they arrive to start their day. Familiar staff support children to settle quickly through well-established routines. Staff know children well and adapt their support where children need additional reassurance or time. As a result, children experience a calm, welcoming and inclusive environment. This gives them a sense of belonging and helps them to feel safe, confident and ready to learn.

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

Children form secure and trusting relationships with staff, who respond consistently to their emotional needs and behaviour. Children approach staff readily for reassurance and guidance. They feel secure in unfamiliar situations, such as during a fire evacuation, and respond calmly to staff's instructions. These secure relationships underpin children's emotional wellbeing and their confidence to explore, play and learn.

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

Children develop confidence and independence through everyday routines. They manage their belongings and take increasing responsibility for self-care, such as cutting up food at lunchtime. Children respond quickly to staff's cues and move calmly between activities. These consistent routines support children's growing independence and confidence as they prepare for their next stage of learning.

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

Children enjoy a broad range of experiences that support their learning and physical development. Outdoor play is a key strength of the setting. Younger children explore large equipment, develop their coordination and engage in imaginative play using familiar resources. Older children investigate sand, water, gloop and paint. This helps them to develop curiosity, problem-solving skills and sustained concentration. Staff enrich these experiences through purposeful interactions and the introduction of new vocabulary. Staff provide access to a large playground and regular visits to the local library to broaden children's understanding of the world and build confidence beyond the setting.

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

Inclusive practice is embedded in daily routines. Children with special educational needs and/or disabilities and those facing additional challenges participate fully alongside their peers. Staff adapt their communication sensitively, including the use of visual supports and sign language. As a result, children develop a natural understanding of similarities and differences through respectful interactions. As a result of leaders' clear expectations, consistent routines and excellent relationships, children feel safe, valued and included. They show high levels of emotional security, independence and positive attitudes to learning. Children are well prepared for their next stage of learning, including their eventual move to school.

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Next steps

Leaders should consider ways to ensure that hygiene routines, particularly handwashing after children wipe their noses, are applied consistently, so children develop secure, long- term healthy lifestyle habits.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and/or disabilities coordinator and children during the inspection.

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Address:

Lamberhead Green CP School Kershaw Street, Orrell WIGAN Lancashire WN5 0AW

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:30

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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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Children numbers

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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Children numbers

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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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

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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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