Hazles Farm

Hazles Farm

Unique reference number (URN): 508021 Address: Hazels Road, Shrewsbury, Shropshire, SY4 4HE Type: Childcare on non-domestic premises Registered with Ofsted: 24/11/1999 Registers: EYR, CCR, VCR Registered person: Hazles Farm Child Care 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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Achievement Expected standard

All children, including those with special educational needs and/or disabilities and other barriers to their learning, are prepared for the next stage of their learning.

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Achievement Expected standard

Children are confident and investigate all areas of the environment. They are motivated as they maintain their focus and attention across a wide variety of planned experiences. For example, in the forest school area, children are supported to access a variety of mark- making and water-play opportunities.

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Achievement Expected standard

Children build their resilience when faced with a challenge. For example, children attempt to walk over different arches and bridges involving increasing difficulty, which promotes their physical development. Opportunities to develop children's gross and fine motor skills are promoted across all areas of the setting, as children ride bikes and use scissors with support.

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Achievement Expected standard

Children ask adults for help when needed and share their thoughts and ideas. For example, children ask to use a range of craft resources and glue to create their own artwork.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive and secure relationships with staff and seek reassurance from their key person when needed. Leaders and staff respond to children in a kind, nurturing and sensitive manner. They use positive reinforcement and verbal praise to recognise children's efforts and achievements, supporting children to develop confidence and positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and demonstrate enjoyment in their learning and play. Babies explore a sensory flour tray, taking turns to scoop the flour, while smiling and making eye contact as they pass it to each other. Older children develop positive relationships with their peers and become increasingly involved in shared play. For example, children call each other to look through the secure fence to observe the chickens and talk together about what they can see.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to understand and accept simple boundaries, helping them to develop an awareness of appropriate behaviour and begin to manage their own behaviour. For example, during circle time, older children are introduced to a talking teddy, which they take turns to hold while sharing something they would like to talk about with their peers.

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Behaviour, attitudes and establishing routines Expected standard

Routines are generally well established across the different age groups. However, lunchtime routines for younger children are not yet consistently embedded. Some children experience extended waiting times before being served their food, which results in them becoming distracted and disengaged at the start of lunchtime. Leaders have effective strategies in place to monitor children's attendance in line with the setting's policy. Attendance and absences are recorded consistently, and leaders follow up with families where necessary to promote children's safety and welfare.

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Children's welfare and wellbeing Expected standard

Children form secure attachments with their key person. Staff create a calm, friendly and welcoming environment for all children. They have an in-depth understanding of children's individual care needs. For example, leaders and staff have a clear system in place to identify children who have an allergy. Individual care routines are closely followed for babies and younger children. Staff demonstrate a clear understanding of safer sleep practice.

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Children's welfare and wellbeing Expected standard

Mealtimes for older children are a social occasion. For example, children have conversations with their peers and staff about different types of dinosaurs. Staff use mealtimes as a key opportunity to develop children's independence. For example, children use age-appropriate tools to cut their own fruit and pour their own drinks.

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Children's welfare and wellbeing Expected standard

Leaders and staff regularly share information about healthy lifestyles with children and families, particularly those children who are provided with a packed lunch. Staff encourage children to make healthy choices and have discussions about different food groups. Staff consider portion sizes for children as they use different-sized serving spoons representing the ideal portion size for the child's age. Staff promote good oral health and hygiene. For example, older children have opportunities to brush their teeth at the setting.

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Children's welfare and wellbeing Expected standard

Staff typically plan a wide range of opportunities for outdoor learning, including regular forest school sessions. Staff teach children how to keep themselves safe in the forest school. For example, staff encourage children to make splashes in different ways but explain to children that using stones to make splashes could hurt their peers.

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Curriculum and teaching Expected standard

Leaders have developed a sequenced curriculum which ensures children securely develop key skills over time. There is a focus on communication and language embedded across all age groups in the curriculum. Staff interact with children, which builds and expands on their vocabulary over time. For example, staff narrate babies' play as they use paintbrushes to make marks, and model one- and two-word responses to develop children's language skills. However, high-quality teaching is not always consistent, and there are occasional gaps in interaction and teaching, which means children's learning is not always extended clearly.

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Curriculum and teaching Expected standard

Staff incorporate mathematical language into their everyday teaching, as older children maintain high levels of focus and attention hunting for dinosaurs in the outdoor area. Staff encourage children to count how many dinosaurs they have found and compare their sizes. Children develop a love of books and familiar stories as staff plan experiences which encourage children to recall different parts of the story. For example, staff encourage children to find 'The Gruffalo' in the large forest school area as children move in different ways through a tunnel and count as they take it in turns to step over stones.

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Curriculum and teaching Expected standard

Staff adapt activities for all children, including those with special educational needs and/or disabilities, to ensure they remain accessible. Staff consider each child's individual stage of development. For example, activities are placed on the floor in the baby room to ensure older and younger babies can access all the experiences available.

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Inclusion Expected standard

Leaders support staff to accurately assess children's development and identify any barriers to learning children may face, including those with special educational needs and/or disabilities (SEND), at the earliest opportunity. For example, leaders have introduced an 18- month developmental review, in addition to the statutory 2-year progress check, to provide further opportunities to identify emerging needs and respond promptly. Leaders and staff have a detailed understanding of children's individual needs and work closely with parents and carers to agree appropriate support. They generally seek advice from and work in partnership with external agencies when required to ensure children receive the right support at the right time.

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Inclusion Expected standard

Staff provide children with SEND with personalised targets that are carefully matched to their individual needs and developmental starting points. They typically plan and implement appropriate strategies and adaptations to help children overcome barriers and make progress. For example, staff use strategies in children's play to develop their problem- solving skills to encourage them to communicate their wants and needs.

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Inclusion Expected standard

Leaders and staff are proactive in reducing barriers to children's learning. While waiting for external support involvement, they implement appropriate strategies to support children's development. Staff use assessment effectively to identify children's needs. For example, staff undertake detailed assessments of children's communication and language development and use this information to plan targeted small-group experiences and individualised support. Additional funding is used effectively to improve children's access to learning and ensure the environment is inclusive. For example, leaders have secured additional funding to provide increased one-to-one support where this is needed. Leaders ensure that each child's key person understands how additional funding is being used and that support is focused on the child's most important areas of need.

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Inclusion Expected standard

Staff make appropriate adaptations to ensure that children with complex needs can access all areas of the environment, including the forest school area, using specialist equipment. Leaders provide regular training and support to develop staff's knowledge and confidence in meeting the needs of children with SEND and other barriers to learning.

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Leadership and governance Expected standard

Leaders have a clear and accurate understanding of the setting's strengths and identify areas for further development. They are reflective in their practice and provide staff with regular training opportunities that are closely aligned to the setting's priorities and the needs of the children. For example, staff have recently undertaken intensive interaction training to further develop the quality of interactions and teaching. Leaders regularly supervise staff and identify appropriate opportunities for professional development in their roles. However, the monitoring of staff progress between supervision meetings is not yet focused sharply enough to ensure that identified improvements are implemented and have a timely impact on the quality of teaching. Staff feel valued and praise the support they receive from all leaders. Leaders and staff build positive and trusting relationships with parents and carers. They

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Leadership and governance Expected standard

sensitively work with families to identify any barriers to learning children may experience and provide ongoing support to help address these. Leaders generally work well with other professionals and agencies to ensure children receive appropriate support. On occasions when families are reluctant to engage with external services, leaders take a proactive approach in identifying and implementing ways they can support children internally. For example, leaders ensure staff regularly assess children's communication and language and implement targeted language activities while children wait for external support. Parents speak positively about the regular communication they receive regarding their children's development and progress.

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Leadership and governance Expected standard

Leaders continually consider ways they can enhance the experiences they provide for all children. For example, children frequently go on small visits and outings. In addition, leaders ensure all children have access to extra-curricular activities such as dancing, music and movement sessions.

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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 experience a warm, friendly and welcoming environment where they feel safe and secure. Children are greeted with their parents and carers by familiar staff who have developed secure and trusting relationships with them. Children's attendance is closely monitored, which enables their wellbeing to be prioritised and ensures their safety. Children enjoy exploring the wide range of interesting experiences available to them in both the indoor and outdoor areas. They remain focused and engaged for sustained periods of time. For example, children use trowels and magnifying glasses to look for worms in the soil and bark.

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

Children's communication and language are promoted through daily singing and story sessions. Children's vocabulary is typically well supported through purposeful interactions and conversations. For example, children hear and use a variety of words and phrases as they pour from and empty metal cups and jugs. Children develop their mathematical skills as they join in with number rhymes and songs, count in sequence and learn positional language.

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

Children develop positive relationships and friendships with each other. They share ideas and thoughts respectfully, ensuring all children involved in conversations can express their thoughts. For example, children have regular conversations prompted by images displayed in the setting. They discuss the animals they can see from other countries around the world while waiting to wash their hands in the bathroom.

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

Children are confident and feel safe to express how they are feeling. When required, children seek reassurance from familiar staff, which supports them to regulate their emotions in the setting. Children are provided with regular opportunities to develop their independence, such as pouring their own drinks and self-serving their own meals. This

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Address:

Hazels Road Shrewsbury Shropshire SY4 4HE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 24/11/1999 enables children to develop confidence, independence and a positive attitude towards learning.

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Next steps

Leaders should continue to develop staff knowledge and skills to ensure consistently high-quality teaching. Leaders should support staff to review the organisation of lunchtime and transitions for younger children, to reduce extended waiting times and improve children's engagement. Leaders should monitor staff progress more precisely to ensure supervision has a timely impact on the quality of teaching.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents, carers 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. Registered person: Hazles Farm Child Care Limited

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About this inspection

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

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

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