Hill farm playcare ltd

Hill farm playcare ltd

Unique reference number (URN): 2654750 Address: 8th Coventry scouts, Tay road, Coventry, CV6 3EJ Type: Childcare on non-domestic premises Registered with Ofsted: 31/08/2021 Registers: EYR Registered person: Hill Farm Playcare Ltd.

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Children are making steady progress across all areas of learning. Children with special educational needs and/or disabilities receive additional tailored support, and, therefore, are achieving well from their starting points. Children are typically being taught appropriate skills and knowledge to help them progress to the next stage of their learning, including the skills needed for starting school, such as self-care, language and communication and confidence. Older children competently count accurately and identify some single-digit numerals.

p.2

Achievement Expected standard

Children are interested, engaged and motivated to learn. They confidently lead their own play and learn to problem-solve, such as how to fix the train track. Children enjoy contributing to discussions, asking questions during story times, and listening carefully to the rhyming words.

p.2

Achievement Expected standard

Children are receiving secure foundational knowledge to support their later learning. However, this can be strengthened further through sustained high-quality teaching.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders have created a welcoming and nurturing environment, where children are supported to be kind and considerate of each other. Warm and trusting relationships are evident between staff and children. Children confidently seek reassurance from staff, who know them well and respond sensitively to their needs. Information is shared with parents to help promote children's punctuality and regular attendance.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff deliver clear and consistent expectations, which results in positive behaviour and respectful interactions. For example, staff gently encourage children to take turns using the blocks, encourage children to ask their friends if they can have a turn, and help children to use age-appropriate strategies for managing any conflict. Staff make adaptations to support children who may need extra help to regulate their behaviour, such as offering focused physical activities. Staff provide praise and encouragement to children, which supports their confidence and self-esteem.

p.2

Behaviour, attitudes and establishing routines Expected standard

Well-embedded routines help children transition smoothly between parts of the day and feel secure. Staff adapt their expectations appropriately to children's age, stage of development and personal circumstances. For instance, during story time, not all children are expected to be seated while they listen. These positive behaviours should be reinforced consistently through highly impactful teaching.

p.2

Children's welfare and wellbeing Expected standard

Leaders have implemented procedures to ensure children's welfare and wellbeing needs are met. Staff gather information about children's individual needs, such as dietary requirements, health needs and home routines, so these can be followed in the setting. Care practices are calm, responsive and promote children's independence. Trusting relationships are formed with children and parents through the key-person system. Parents feel reassured and confident that their child is safe and well cared for.

p.2

Children's welfare and wellbeing Expected standard

Staff teach children about their physical health. Before lunchtime, staff explain to children how they have used lots of energy while playing and now it is time to eat and replenish their energy. Staff sing a handwashing song with children, modelling how children should wash in between their fingers and on the back of their hands. Staff sit with children at snack time and encourage children to try healthy fruits. Children talk about how juicy, crunchy and delicious the apples are. This helps children to learn about their bodies and develop long-lasting health habits.

p.3

Children's welfare and wellbeing Expected standard

Generally, staff teach children about different emotions through activities and play resources. However, occasionally when a child is upset, staff do not yet consistently support children to manage and express their emotions.

p.3

Curriculum and teaching Expected standard

Leaders have taken action to design and implement a curriculum that is ambitious for all children. Staff use non-statutory guidance to help plan and adapt the curriculum to differing ages and abilities. This helps staff to have a clear understanding of what they want children to achieve. Leaders take time each week to review the curriculum to ensure that priorities for learning meet the needs of children. Ongoing assessment helps staff to understand the differing developmental needs of children and adapt their planning and teaching so that all children are included.

p.3

Curriculum and teaching Expected standard

Staff provide opportunities for children to develop their communication and language skills. They interact with children and help them to learn new language. For instance, staff add comments and use effective questions during play activities and daily routines. Staff introduce mathematical concepts through engaging activities, such as counting games and shape recognition. Children learn about dimensions as they build a long railway track or a high tower. Staff share children's progress, next steps and ideas for home learning with their families.

p.3

Curriculum and teaching Expected standard

Leaders recognise the positive impact this teaching is having for all children. Leaders need to ensure this level of practice is fully embedded to achieve consistent high-quality teaching.

p.3

Inclusion Expected standard

Since their last inspection, leaders have made improvements to create a more inclusive environment. Leaders should ensure these changes are applied consistently so they make a sustained difference to children's experiences.

p.3

Inclusion Expected standard

Children with special educational needs and/or disabilities and those who may face barriers to their learning are supported through tailored plans to help children achieve their developmental targets. External professionals have provided support for staff to ensure these plans have clear learning intentions, are implemented appropriately and regularly reviewed. The impact of these plans for children is evident through the improved teaching strategies and progress children are making. For example, staff respond to children's individual needs with a consistent and more effective approach when supporting children to regulate their emotions and behaviour. Staff use visual aids and Makaton to support children's communication and language development, helping children to express their needs and make choices.

p.3

Inclusion Expected standard

Leaders are using early years pupil premium funding to help provide suitable resources for children's individual learning needs and interests. For example, recent construction materials purchased are regularly used by the children, which helps to develop their motivation, engagement and thinking skills. Leaders are monitoring the use of all funding to ensure it is having a positive impact on children's achievement and wellbeing.

p.4

Leadership and governance Expected standard

Leaders have made significant improvements to all areas of practice, with the support and guidance from external early years advisers. Staff have a clearer understanding of the setting's strengths and priorities for future improvement. Leaders should ensure this level of practice is maintained and fully embedded through ongoing reflective practice and rigorous monitoring.

p.4

Leadership and governance Expected standard

Leaders recognise the value and importance of their own continuous professional development and the positive impact this has for children's holistic learning and development. For instance, staff are more focused on the quality of their interactions with children. By developing this key role, staff support each child's learning and know when to offer support, encouragement and challenge. Children's language is also enriched and enhanced by back-and-forth conversations with staff who actively respond to children's thoughts and ideas. Therefore, children are thriving within this enabling and inclusive environment, which is nurturing and supportive of all children, including those children with special educational needs and/or disabilities and those who may face barriers to their learning.

p.4

Leadership and governance Expected standard

Leaders should continue to develop a culture of reflective practice, ongoing self-evaluation and informed discussions to identify the setting's strengths and priorities for future developments.

p.4

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

Children are warmly greeted and excited to start their day at this safe setting. Children build secure attachments with their key person, helping them to settle in well and develop a sense of belonging. Children's individual needs are valued through trusting, respectful and positive relationships with staff. Children with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning are supported to join in with all activities and learn with their peers. Children show positive attitudes towards their learning as they listen intently, joining in with rhyming stories and their favourite action songs.

p.4

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

Children are focused and engaged in their play, which is supported and extended by staff. For example, staff provide safe scissors for children to cut the play dough, increasing their control in holding and using tools. Children experience a range of mathematical concepts through meaningful play opportunities and daily routines such as snack time, where they count how many plates and cups are needed for their friends. Staff promote children's physical development as they jump into hoops, throw beanbags and wave ribbon wands. This helps to develop their core strength, balance, coordination and the muscles later required for early writing skills.

p.5

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

Children access an inclusive environment where staff provide a range of play experiences that reflect children's interests and abilities. All children, including those with SEND, make steady progress from their starting points. Children are supported to develop their social skills, play cooperatively, take turns and build respectful friendships. Children behave well and understand the clear, age-appropriate and consistent expectations from staff.

p.5

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

Children's health and wellbeing needs are met through policies and practice that help keep them safe and healthy, such as effective handwashing and toileting procedures, providing healthy and nutritious snacks and promoting children's regular attendance.

p.5

Next steps

Leaders should continue to embed the improvements made to teaching practice so all interactions with children are of consistent high quality. Leaders should develop a culture of continuous improvement and reflective practice to ensure there is a consistent focus on improving outcomes for every child. Staff should teach children more explicitly how to manage and express their emotions so there is a consistent approach for all children.

p.5

About this inspection

The inspector spoke with leaders and practitioners during the inspection.

p.5

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.

p.5

Address:

8th Coventry scouts Tay road Coventry CV6 3EJ

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Hill Farm Playcare Ltd.

p.6

Address:

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

p.6

Facts and figures used on inspection

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

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.8