Hollins Day Care

Hollins Day Care

Unique reference number (URN): EY420127 Address: 161 Hollins Road, Todmorden, Calderdale, OL14 6QF Type: Childcare on non-domestic premises Registered with Ofsted: 17/06/2011 Registers: EYR, CCR, VCR Registered person: Ellis, Margaret

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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 Expected standard

Children display positive attitudes to their learning. They show increasing confidence when speaking in front of their peers and take delight in talking about the items they have brought in from home. Children take pride in their achievements and actively share their knowledge with one another. They learn to listen to one another and help celebrate each other's achievements. Children show high levels of concentration in their play. They persevere with tasks and keep on trying. For example, they show determination as they practise throwing and catching balls and learn how to handle a hula hoop. Children's communication and language development is very well supported. They are happy to share their thoughts and ideas with staff and their friends. Children, including those who are disadvantaged, those with special educational needs and/or disabilities, and those who are known or previously known to social care, develop the knowledge and skills they need to be well prepared for the

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Achievement Expected standard

next stage of their learning and their move on to school.

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Behaviour, attitudes and establishing routines Expected standard

Staff have high expectations of children's behaviour. They give clear instructions for children to follow. Children, including those who are disadvantaged, those with special educational needs and/or disabilities, and those who are known or previously known to social care, follow the rules and routines of the nursery. For example, they learn to safely walk down the stairs in single file, holding on to the banister. They are patient and wait for their friends as they navigate the stairs safely and confidently. Children behave very well and learn to understand what is expected of them. They learn the routines of the nursery and understand what is happening next. Children develop positive relationships with all staff and their friends. They learn to play cooperatively and are kind and considerate to their friends.

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Behaviour, attitudes and establishing routines Expected standard

Occasionally, routines of the day do not help children to remain actively engaged in their learning. Some planned group times are too long for some children. This means that occasionally, children lose interest and staff do not consistently identify when this occurs. This does not help to consistently support children to have a positive attitude to their learning.

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Behaviour, attitudes and establishing routines Expected standard

Children attend regularly and enjoy their time at the nursery. Leaders have systems in place to monitor attendance and swiftly follow up on any absences.

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Children's welfare and wellbeing Expected standard

Staff support all children's welfare and wellbeing effectively. Children, including those who are disadvantaged, those with special educational needs and/or disabilities, and those who are known or previously known to social care, are happy, settled and generally emotionally secure. They form positive attachments with staff. Staff find out about children's likes, dislikes and home routines before they start at the nursery. This helps staff to follow children's personal routines and respond sensitively to children's needs when they first start. This helps children to settle quickly and form secure attachments with their key person. Children learn about their personal hygiene and enjoy keeping active. They have the space and opportunities to engage in outdoor play. Staff provide opportunities for children to have a positive attitude to their physical health. Children particularly enjoy the wide-open space

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Children's welfare and wellbeing Expected standard

that is available to them. They run and chase each other as they race up and down the grass. Staff encourage children to stop and have a drink of water and rest, before running again.

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Children's welfare and wellbeing Expected standard

Children learn about their emotions. Staff talk about how they might be feeling. They encourage children to think about and name different emotions. Children eagerly join in as they make different faces to show their emotions. For example, children share with their friends what sad, angry, and happy faces might look like.

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Curriculum and teaching Expected standard

Leaders plan an ambitious curriculum for all children, including those who are disadvantaged, those who have special educational needs and/or disabilities, and those who are known or previously known to social care. Staff prioritise children's communication and language development. Staff take every opportunity to speak with children to extend and develop their language skills. For example, staff engage in back-and-forth conversations with children. They model and repeat words with babies.

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Curriculum and teaching Expected standard

Leaders prioritise children's physical development. Children have many opportunities to develop their physical skills. For example, children develop their large muscles as they run and play in the wide-open spaces available to them. They learn to use equipment, such as bats and balls, and throw balls at a target. Children enjoy using small tools to scoop and fill containers. They have access to a range of mark-making tools that suit their levels of development. For example, younger children have access to chunky pieces of chalk, while older children use thinner mark-making tools. This helps to develop children's small muscles.

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Curriculum and teaching Expected standard

Children develop their independence skills. They learn to take their shoes on and off, as they move from inside to outside areas. However, staff do not use some parts of the day to support children's independence skills as effectively. For example, children have fewer opportunities to develop their independence skills during snack and mealtimes. Staff carry out simple tasks for children, such as pouring drinks and preparing the fruit, that children could complete themselves.

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Curriculum and teaching Expected standard

Staff provide many opportunities for children to have social interactions with both staff and their friends. Children learn to listen to one another. For example, mealtimes are very sociable times. Staff sit with children and talk about their day. They help children remember their previous learning and support the conversations. This helps to build children's confidence and self-esteem. Staff support mathematical development as they count and discuss shapes. Children develop the skills they need to move on to school.

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Inclusion Expected standard

Leaders and staff know children very well. They quickly identify children's needs early, including those who are disadvantaged, those with special educational needs and/or disabilities, and those who are known or previously known to social care. When gaps in children's learning and development are identified, staff put plans in place to support children's individual needs. Leaders monitor this closely. They have a clear understanding of the needs of all children attending the nursery. Leaders attend meetings with outside agencies and work closely with others to ensure children receive the support they need. Staff work closely with parents to help identify when further support may be needed.

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Inclusion Expected standard

Additional funding is used effectively. Leaders consider how this funding can help support children's continuity of learning. For example, they offer children additional sessions during the school holidays. This helps children to continue their learning and support their overall development. Staff support children who are known to or previously known to social care, well. They work closely with carers and other agencies who may be involved, to ensure that children receive the best possible care.

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Leadership and governance Expected standard

Leaders have taken swift action following the previous inspection. They have provided training that supports staff knowledge and understanding, particularly regarding safeguarding knowledge. Procedures for effective supervisions are now in place. Staff receive the support and coaching they need to develop their own skills. The strong and long- standing staff team feels well supported in their roles.

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Leadership and governance Expected standard

During the inspection we found that the provider had failed to notify Ofsted of a significant event, within the required timeframe, which is a requirement of their registration. The provider has followed appropriate procedures to safeguard children.

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Leadership and governance Expected standard

Leaders prioritise parent partnerships. They form positive relationships with families. Many families attend the setting for many years, with multiple children attending. Parents comment positively about the home-from-home environment the nursery offers and the experiences their children have. Leaders engage positively with the local community and are an integral part of the village. They encourage children and families to support charities and organise fundraising events. Children learn about the community and helping others.

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Leadership and governance Expected standard

Leaders have procedures in place to ensure all children, including those who are disadvantaged, those with special educational needs and/or disabilities, and those known to, or previously known to social care are fully included and receive the tailored support they need to thrive.

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Leadership and governance Expected standard

Leaders understand the nursery's strengths and areas to develop. They are reflective and consider how they can improve. However, leaders do not always identify more detailed and precise areas of practice, to fully understand the effectiveness of their provision and improve outcomes for children to an even higher standard.

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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 are happy, eager and excited to arrive at this warm and welcoming nursery. They feel safe and valued. Children develop a strong sense of belonging. They are proud of their achievements and children learn to be kind and respectful of others. Children develop confident social skills. They learn to play collaboratively with their friends and take turns in their games. Children make up stories as they engage in role play. They use the props and resources to pretend to be dogs and tigers as they make up a narrative alongside their

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Inspector:

Miriam Caldecott peers. Children flourish in the care of the considerate and approachable staff. Their behaviour is positive and children enjoy their learning.

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Inspector:

Children, including those who are disadvantaged, those with special educational needs and/or disabilities, and those who are known or previously known to social care, make typical progress from their starting points. Staff support them to develop the skills they need for the next stage in their learning and their move on to school. Leaders promote regular attendance and offer additional sessions to support the consistency of children's learning and development. Every child and family is valued. Families remain part of the setting for many years as their children move through the nursery and continue attending the after- school club.

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Inspector:

Children are supportive of others. Older children help to support the younger children. They take a protective role as they offer help and support to them. For example, they hold the hands of the younger children as they walk back down the gravel path from the outdoor area. Children show high levels of concentration as they watch where they place their feet on the uneven ground. Children learn the routines of the day. They learn to follow instructions and become increasingly independent.

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Next steps

Leaders should review how they can maximise routines of the day to further support children's developing independence skills. Leaders should review the organisation of group activities so that all children benefit from the planned learning and remain actively engaged. Leaders should build on processes to understand the effectiveness of their provision so that they consistently reflect and review practice to secure high-quality outcomes for all children.

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About this inspection

The inspector spoke with the leaders, staff, children and parents 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:

161 Hollins Road Todmorden Calderdale OL14 6QF

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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

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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