URN EY550759 · Inspected 2026-05-20 · Published 2026-07-02 · Inspector: Ali Myers
High Ercall Day Nursery And Holiday Club Unique reference number (URN): EY550759 Address: Church Road, Telford, TF6 6AF Type: Childcare on non-domestic premises Registered with Ofsted: 05/09/2017 Registers: EYR, CCR, VCR Registered person: Hazles Farm Child Care Limited Inspection report: 20 May 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement 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. How we evaluate safeguarding When we inspect settings for safeguarding, they can have the following outcomes: 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. Expected standard Achievement Expected standard All children, including those with special educational needs and/or disabilities or other barriers to their learning, typically make positive progress from their starting points. Children attending this nursery benefit from a variety of experiences that help them to grow and achieve in all areas of their learning and development. Children explore the environment and make choices about what they would like to take part in. Each activity supports children to engage in play and make progress towards their next steps. For instance, children explore shapes and patterns. They follow shapes and lines with pasta, demonstrating a growing ability to concentrate for extended periods. Children practise making patterns with coloured cubes and are able to identify when their pattern has changed. Children learn how to problem-solve with the support of staff. Children learn how to be independent. They collect their own cups and plates at mealtimes and serve their own food. Children learn to recognise when they are full and scrape their leftover food into the bin so that their plates can be washed. This helps them to develop essential skills and confidence ready for their transition to primary school. Behaviour, attitudes and establishing routines Expected standard Children arrive happily at this nursery. They are warmly greeted by staff, who are positive role models for all children who attend. Staff work together collaboratively, demonstrating how to communicate effectively and work as a team. This promotes positive attitudes and behaviour in children. Children play cooperatively with their peers. Where there are instances of children struggling to share, staff encourage children to try to resolve their problems together before offering ideas to help them. Children generally behave well and are well mannered. They use language such as please and thank you. Leaders and staff are active in promoting and supporting children's regular attendance. They work with families to overcome any barriers to attendance and offer solutions to help children to attend regularly. Children are familiar with and typically follow the daily routines. They listen to instructions from staff and work together at tidy-up times. The inclusive ethos of the nursery supports all children to grow and develop at their own pace. Leaders and staff review and adapt the learning environment in preparation for the children who attend each day. This promotes children's positive attitudes towards learning. Children's welfare and wellbeing Expected standard Children are supported and are generally well cared for in this nurturing setting. Children develop secure relationships with all staff and settle well. Leaders offer individual inductions to nursery based on each child's and family's individual needs. This helps children to feel safe and cared for. Staff work in partnership with parents to get to know children's individual experiences and interests. They use this information to get to know children well and are attentive to their needs. Staff recognise the importance of having up-to-date information about children's health and dietary needs so that they can keep children safe. Parents share up-to-date information with staff so that children's needs can be consistently met. Staff ensure that children receive healthy, balanced and nutritious meals each day. Children explore a variety of foods, which they serve and feed themselves. Children sit with their peers and staff at mealtimes. They learn the importance of social mealtimes where they can communicate together and learn from each other. Staff support children to develop safe eating habits, such as sitting while they eat. Staff are highly responsive to children's needs and comfort them if they get hurt. Children learn about good health and hygiene. They wash their hands when they come in from outdoor play and before eating. Children take their own shoes off when they come inside and learn how to attend to their own toileting needs. Staff offer nurturing changing times, where they ask children if they are ready to be changed before taking them. They recognise when children are focused on their play and give them a little more time before inviting them again. Curriculum and teaching Expected standard Children enjoy their time at the nursery and they benefit from a curriculum that offers a broad range of learning to meet the needs of all children. This includes those children who face barriers to their learning or have special educational needs and/or disabilities (SEND). Staff use assessment effectively to identify what children know and can do. For instance, they identify when children require support with their physical development. They offer support and encouragement for children to explore different ways of moving and celebrate their successes. Children explore climbing equipment in the outdoor area. They discover how to climb to the top of the climbing wall and negotiate how to climb back down the other side. Other children explore wooden building resources. They create paths to walk along and discover different ways of passing balls through objects and rolling them down slides. Staff observe and interact with children as they take part in learning activities. There is a strong emphasis on the development of communication and language. Staff share stories with children throughout the day to offer a rich and varied vocabulary. Staff sometimes offer questioning to extend children's thinking and check their understanding. Staff support children to recognise numbers and find objects to match the correct quantity. However, there are times when staff do not recognise how to extend children's learning further to offer them opportunities to excel in their learning and development. Inclusion Expected standard Children are celebrated as individuals at this caring nursery. Leaders and staff get to know each child very well. They work in partnership with parents to find out about children's early experiences and use this information to shape their individual induction to the nursery. Early observation and assessment of children means that leaders and staff are generally able to identify children's specific learning and development needs. Children's needs are recognised by staff and, with parents' permission, leaders and staff liaise with outside agencies for advice and support on how to enhance children's learning. Children with barriers to their learning receive individual support to meet their targets. This includes activities to promote the development of communication and language or physical development. The interventions that are in place for children mean that those with special educational needs and/or disabilities (SEND) make steady progress from their starting points. Leaders and staff celebrate each child's and family's unique experiences and typically offer adaptations wherever possible to ensure that children receive quality care and education. This includes offering flexibility in children's hours of attendance and increasing this gradually to support smooth transitions. Leaders also work collaboratively with parents to support children who speak English as an additional language. Children gradually develop their understanding of English and build a repertoire of key words to help them to communicate. Additional funding is used effectively to provide for children's unique needs. This includes bespoke training for staff to support children with communication and language needs. Staff are eager to enhance their understanding of how to support children with SEND through additional training. Leadership and governance Expected standard Leaders recently failed to notify Ofsted of a significant event that could have affected the suitability of the early years provider. However, leaders have taken appropriate actions following this event, and Ofsted is satisfied with the action taken to keep children safe. Leaders are committed to offering a nurturing and inclusive environment to all children who attend this nursery. They consistently reflect on the children and families who attend, and they strive to adapt to their changing needs. Leaders and staff work collaboratively with other agencies, such as the on-site school, to offer smooth transitions for those moving up to the next stage of their education. Parents speak highly of the nursery and the communication that they receive about their children's development. They are pleased with the level of progress that their children make at nursery. Parents understand how they can share any information or concerns that they may have with leaders. Leaders and staff routinely reflect on practice. They take part in regular supervision, where they discuss practice and training opportunities. Staff take part in regular training and speak positively about the support that they receive for their wellbeing. That said, staff do not yet receive effective feedback on how they can improve their teaching. Leaders recognise that teaching is not always consistent and that children do not always benefit from explicit teaching that deepens their thinking and learning opportunities. Leaders also identify that the curriculum can improve and have plans in place to develop this further, to enhance outcomes for children. Although leaders are aware of these areas for development, action has not yet been taken to address this. Compulsory Childcare Register requirements This setting has met the requirements of the compulsory part of the Childcare Register. How we check if a provider meets the requirements of the Compulsory Childcare Register When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes: Met Not met Voluntary Childcare Register requirements This setting has met the requirements of the voluntary part of Childcare Register. How we check if a provider meets the requirements of the Voluntary Childcare Register When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children are happy and confident at this nursery. They play cooperatively with their peers and make choices about their learning. Children behave very well and learn how to share and take turns with others. Staff are positive role models and support children to learn about their feelings and those of others. Children develop secure relationships with their key person and other staff in the setting. Leaders and staff value positive partnerships with parents. They work together to identify children's starting points and share progress in their learning. Leaders work with families to support children's regular attendance. They offer adjustments and support where possible, to ensure that children can attend the nursery and build positive routines. Children learn to be independent. For example, they take off their shoes when they come inside. Children learn how to wash their own hands after playing outside and before eating. They serve their own meals. For instance, children have the option to serve their own breakfast cereal in the morning. They confidently eat their cereal before scraping any waste into the bin and then placing their bowl near the kitchen to be washed. Children have positive attitudes towards their learning. They join their friends to take part in activities and learn from each other. For instance, children build towers with foam bricks. Others watch and copy their actions, building tall towers and then laughing together when they fall down. The attentive staff observe children at play and risk-assess the environment to maintain children's safety. Children with special educational needs and/or disabilities or those with barriers to their learning make steady progress during their time at nursery. Leaders and staff regularly review the learning environment to make sure that it meets the unique needs of the children that attend. They adapt resources to meet individual children's needs and ensure that additional funding is used to benefit children's precise needs. Children take part in weekly dance classes, where they discover different styles of music and dance. They also take part in walks around the local community. Next steps Leaders should strengthen the curriculum and teaching further so that children receive greater opportunities to excel in their learning and development Leaders should enhance supervision and coaching of staff to identify precise development needs and improve the quality of teaching and learning. 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 The inspector spoke with leaders, practitioners, parents and the special educational needs coordinator during the inspection. 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. Inspector: Ali Myers About this setting Unique reference number (URN): EY550759 Address: Church Road Telford TF6 6AF Type: Childcare on non-domestic premises Registration date: 05/09/2017 Registered person: Hazles Farm Child Care Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Telford & Wrekin Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 20 May 2026 Children numbers Age range of children at the time of inspection 2 to 4 Total number of places 21 Our grades explained Exceptional Practice is exceptional: of the highest standard nationally. Other settings can learn from it. Strong standard The setting reaches a strong standard. Leaders are working above the standard expected of them. 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. Needs attention The expected standards are not met but leaders are likely able to make the necessary improvements. Urgent improvement The setting needs to make urgent improvements to provide the expected standard of education and/or care. The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. 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. 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. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright