Hebble Harlequins @ Highbury

Hebble Harlequins @ Highbury

Unique reference number (URN): 2834949 Address: Highbury School, Lower Edge Road, Brighouse, HD6 3LD Type: Childcare on non-domestic premises Registered with Ofsted: 28/03/2025 Registers: EYR, CCR, VCR Registered person: Hebble Harlequins Limited

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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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Behaviour, attitudes and establishing routines Expected standard

Leaders have high expectations for children's behaviour, relative to their specific needs and abilities. They encourage regular and consistent attendance of sessions, which helps children to become more familiar and secure with daily routines. Effective partnerships with the host school additionally supports a consistent approach for children. As part of this, the staff team includes individuals who also work in the host school. Staff demonstrate a kind, patient and calm manner, when managing children's behaviour. They typically support children's engagement with nurturing and, overall, effective interactions. Staff speak positively to children, which helps to foster their self-esteem and confidence.

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Behaviour, attitudes and establishing routines Expected standard

Staff help children to self-regulate. For example, they implement a variety of strategies, including deescalation techniques, which are tailored to each child's level of need. Staff use symbols, picture exchange systems and gestures to guide children through daily routines and help children to make choices and follow very simple instructions. In addition, staff use visual clues to reinforce important boundaries and expectations that help children who are often unaware of dangers, to stay safe. However, some staff are less confident and knowledgeable, which impacts on the consistency of the staff team's practice in managing children's more challenging behaviours.

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Behaviour, attitudes and establishing routines Expected standard

Staff set up resources indoors and outdoors and ensure that children, regardless of their physical abilities, are supported in using all of the available equipment, such as the slide. Staff site themselves at the top and bottom of the slide to ensure children can enjoy and engage in such activities safely. Staff provide certain resources that support children's interest in exploring media that stimulates their senses, although these are not broad enough. This prevents staff from consistently guiding children to more stimulating and motivating activities to help children to focus, even if this is only for a short amount of time.

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Children's welfare and wellbeing Expected standard

Leaders typically have effective policies to promote children's welfare and emotional wellbeing. Staff gather certain information from parents and carers and a variety of information from the host school, before children start attending. Staff have recently introduced a new 'all-about-me' document to gather more precise information from parents and carers about each child to support new starters. However, this is not yet always followed up to give staff a greater insight into children's unique needs from parent's or carer's perspective. Leaders give a daily briefing to staff about the children attending that day, to discuss the children's needs and any messages from parents. Staff prepare the environment and resources in a way that helps children to stay safe.

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Children's welfare and wellbeing Expected standard

Children settle quickly, in part due to their familiarity with staff, who also work in the host school. Some children also attend after-school sessions, as well as the holiday clubs, which further supports their transitions. Positive relationships are seen between children and staff. However, the key-person system is not yet embedded well enough. This means that information-sharing with parents and carers, including during times of transitions, which includes when children are dropped off and collected, and consistency in children's care and engagement, is not always at the highest level.

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Children's welfare and wellbeing Expected standard

Staff support children's independence and self-care. They adapt mealtime routines, while reinforcing safer eating practices. Staff facilitate children's preference for different environments by facilitating access to indoors and outdoors. This also provides children with fresh air and exercise, which promotes their health and wellbeing. Staff encourage children to learn to manage self-care tasks, relative to their abilities.

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Inclusion Expected standard

Inclusion is at the heart of this setting. Leaders strive to create provision that is accessible to all children and helps to reduce barriers to children's engagement and wellbeing. For example, leaders work closely with the host school, which the majority of children attend, and hold discussions with parents and carers to identify and meet children's individual needs. This helps children receive the best start in life, irrespective of their specific special educational needs and/or disabilities.

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Inclusion Expected standard

Staff use a variety of ways to support children. They make adaptations to the environment, care routines and communication methods and undertake risk assessments of children's individual needs. However, effective arrangements are not in place for all staff to understand how to meet the individual needs of children with special educational needs and/or disabilities. For example, staff's interactions, their planning of the environment and their management of children's behaviour is inconsistent. Staff use symbols, duplicated on the lanyards that they wear, to help overcome communication barriers. These methods help children to express their needs and certain staff recognise children's individual ways of communicating.

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Inclusion Expected standard

Staff closely adhere to information provided by parents, carers and the host school, who share profiles detailing very specific and important information that is unique to each child's individual needs. Overall, staff continue to work closely with parents and carers, and work effectively with the host school, to ensure continued information-sharing. Everyone celebrates children's achievements together.

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Leadership and governance Expected standard

Leaders, who work directly in the setting, demonstrate a commitment and passion to provide a service that promotes inclusion for all children with special educational needs and/or disabilities (SEND). This includes those with high-level needs. As part of this, there is generally effective partnership working with parents and carers and successful partnerships are established with the host school. This includes through ensuring that meticulous handovers take place to support children's transition to the after-school club at the end of the school day. Parents and carers share highly complimentary feedback about the setting. Leaders make decisions with children's best interests in mind, including those related to any local authority grants they receive.

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Leadership and governance Expected standard

Certain staff are highly qualified, experienced and have specialist knowledge of caring for children with SEND. This has a very positive impact on the provision. Leaders make use of local authority training and support. They provide information and continued professional development opportunities for staff through online training forums, coaching and mentoring. However, this is not targeted precisely enough to ensure that the whole staff team have an increased and in-depth understanding of supporting children with SEND to the highest level.

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Leadership and governance Expected standard

Leaders are aware of the physical and mental challenges and demands this role can bring and the importance of supporting staff wellbeing and workload. For example, undertaking supervision meetings with staff and using a staff group messaging app. Leaders reflect on sessions at the end of each day and week with staff alongside other self-evaluation systems that lead to improvements.

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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

Children happily enter and are warmly welcomed into this safe and secure setting that specifically provides care and experiences for children with special educational needs and/or disabilities. Children settle quickly as they receive a friendly greeting from staff. Children, regardless of their specific needs, are included in the life of the setting. They develop confidence, a sense of belonging and familiarity with routines through their regular attendance.

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

Children are typically helped to stay safe as they move freely between indoors and outdoors through staff's support, attention and supervision. They benefit positively from generally effective staff interactions and the activities and resources on offer. Children develop emotional wellbeing through feeling safe and secure as a result of the positive relationships they have with the staff team. Children very much lead their own play, but welcome staff's interventions that help them to focus on certain things of interest to them. For example, children smile and copy staff, who enthusiastically model actions as children interact with hoops, balls and activities, such as shaving foam and water. These activities also help children to develop or practise their hand–eye coordination and large-motor skills.

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

Children have the opportunity to develop their social and self-regulation skills, relative to their specific individual needs. For example, where communication barriers exist, staff use clear language, ample encouragement, visual prompts and gestures to support children in engaging in daily routines. This includes, when it may be time to have something to eat, when children need personal care, engage in handwashing routines and when it is time to get ready to go home. These aspects of the daily routine additionally help to support children's early independence.

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Next steps

Leaders should develop the key-person system, in order to strengthen information- sharing with parents and carers and to support children's individual needs and transitions to the highest level. Leaders should increase opportunities for children to access a broader range of stimulating and motivating resources in line with their interests, to increase children's focus and engagement. Leaders should provide more targeted information-sharing, coaching and continued professional development to promote the consistency of staff's interactions and understanding of supporting children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with staff, leaders, children, parents and carers.

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Address:

Highbury School Lower Edge Road Brighouse HD6 3LD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Hebble Harlequins Limited

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 10:00 - 15:00,Tuesday,Wednesday : 15:15 - 17:30

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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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Age range of children at the time of 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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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

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

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