Harbour View Kindergarten

Harbour View Kindergarten
Unique reference number (URN): 2808232
Address: Station Road, Seaham, SR7 0BN
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/08/2024
Registers: EYR, CCR, VCR
Registered person: The Early Learning Partnership Limited
Inspection report: 5 June 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.

Strong standard
Behaviour, attitudes and establishing routines Strong standard
Staff have very high expectations of children's behaviour. Relationships between staff and
children are warm and trusting. They take a genuine interest in every child who attends the
setting. Leaders have embedded a warm, harmonious and respectful culture in which
children can increasingly manage their own feelings and behaviours. Unwanted behaviours
are dealt with by calm staff in a sensitive manner. Staff work closely with parents to ensure
consistency at the setting and at home. Children are kind and learn how to collaborate and
play alongside their peers. Staff praise children explicitly. For example, they say 'well done
for sharing'. This helps children to understand why they are being praised and helps to
develop self-esteem.
Children's attitudes towards their play are positive. For example, they are excited to explore
whisking and making marks in 'gloop'. Children understand daily routines and anticipate
what will happen next. Well-established routines promote children's independence. For
instance, staff communicate with children and encourage them to use a sand timer to know
when it is time to tidy up. Children respond very positively to reminders and move calmly
between play and handwashing routines.
Leaders promote children's regular attendance through conversations with parents and
monitoring attendance. Staff and leaders act swiftly regarding any non-attendance.
Children's welfare and wellbeing Strong standard
Leaders and staff provide a warm, safe, welcoming space where children enjoy play and
learning. Children have regular access to outdoor learning, where they enjoy opportunities
to be active and explore with their friends. For instance, older children enjoy making tea in
the mud kitchen. Children are physically active as they wave bubble wands and jump to pop
the bubbles. Babies learn to climb up the steps and manoeuvre down the small slide.
Staff adapt their approach to each child's age and stage of development and their individual
needs. Staff support children well, including those with special educational needs and/or
disabilities or those who may face other barriers to learning. They support children to
recognise and understand their emotions. For example, older children use coloured symbols
to demonstrate how they are feeling.
Staff implement high-quality settling-in sessions, gathering a wealth of information from
parents and carers. For instance, staff gather dietary requirements, allergies, weaning and
sleeping information. This enables staff to know children's individual needs from the very
beginning. For instance, leaders and staff work very closely with families and other agencies
to ensure those who are known to children's social care and those who face barriers to
learning are very well supported.
Children are sensitively supported to manage their personal needs. They understand the
importance of washing their hands before eating and can do this independently. Staff teach

children about eating healthily as they encourage them to try vegetables at lunchtime. They
discuss the importance of a well-balanced diet.
Inclusion Strong standard
Leaders and staff are highly committed to ensuring inclusive practice for all children.
Children with special educational needs and/or disabilities (SEND) and those who may have
barriers to learning receive effective, swift and targeted support from staff. Staff are
proactive in making referrals to other professionals so that children receive support as
quickly as possible. Those with responsibility for SEND are extremely knowledgeable and
experienced. They have completed specific training to support other staff and perform their
role effectively.
Staff work in collaboration with parents and professionals to ensure children who may need
additional support receive the right interventions at the right time. For instance, staff work
closely with the local authority, speech and language therapists and health visitors.
Individual plans are developed and consistently reviewed and adapted. This helps to ensure
that children with SEND continue to make progress from their starting points. Children with
SEND are supported through adapted approaches that reflect their individual circumstances.
Staff use strategies such as simple language, visual objects and adaptations to the
environment to support children's development.
Leaders think carefully about how to support children further using additional funding to
support children's learning. For example, they have purchased resources to develop calm
spaces within the setting for those children who need them. Leaders regularly monitor the
impact that the use of additional funding is having on children's progress. Staff are ambitious
for all children.
Leadership and governance Strong standard
Leaders, the leadership team and staff are extremely passionate about their roles. Leaders
identify strengths and some areas for development. They have high aspirations for the
setting. Leaders regularly monitor and observe staff practice. They have identified further
ways to improve staff practice to ensure teaching is consistently of a high standard.
However, these are in the early stages of implementation. Staff feel well supported with their
workload, welfare and wellbeing.
Leaders have a secure understanding of their local area and the needs of the families that
attend. For example, leaders have developed positive partnerships with external agencies,
such as local family hub support, to provide families with advice and guidance where
needed. Leaders work closely with other professionals to ensure children with special
educational needs and/or disabilities (SEND) receive the support they need. They
coordinate with occupational therapists, portage, the local authority and health visitors to
ensure that any strategies are implemented consistently. This helps children with SEND to
make progress. Parents comment positively about the setting and how supportive the staff
team is to them.
Leaders ensure any additional funding, including early years pupil premium, is used
effectively to support children's learning experiences. Additionally, leaders have highly

Expected standard
effective relationships with parents and carers, which has a positive impact on children's
wellbeing. Parents comment that the staff team 'go above and beyond'.
Achievement Expected standard
Children typically make expected progress in their learning and development. There is an
abundance of sensory experiences for children to explore with textures and sensations in
their play. For instance, children giggle as they play with bubbles. They develop their
speaking skills as they shout 'pop' when they catch bubbles. Children delight in squeezing
dough and using rolling pins to make their own creations. Children are developing good
communication and language skills. Children are given time to answer questions asked of
them to build on their increasing vocabulary. They delight in story time with staff when they
point and look at pictures in their favourite books. They show their increasing memory and
recall skills as they competently sing all the words to the songs they remember.
Children are curious and enthusiastic about learning. They notice changes in colours as
they spray coloured water and enjoy spraying at targets. Babies show resilience as they pull
to stand and develop their walking skills.
Disadvantaged children, those with special educational needs and/or disabilities (SEND)
and those who face barriers to learning make their needs known. For instance, they
communicate through sounds and visual prompts. All children, including those with SEND,
make typical progress from their individual starting points. Children are well prepared and
ready for the next stage in learning.
Curriculum and teaching Expected standard
Leaders have an accurate understanding of the quality of the curriculum and teaching in the
setting. The curriculum is designed with a focus on children's personal and social
development and communication. Overall, the curriculum is typically taught well. Generally,
staff understand the importance of sequencing children's learning. For example, babies
move on to using open-topped cups prior to moving to the toddler room. However, there are
some inconsistencies in the teaching of the curriculum. For example, staff do not always use
spontaneous opportunities to enhance and extend children's learning. This means that
opportunities to develop children's next steps in learning are not always maximised. That
said, children are making typical progress from their starting points.
Staff carefully assess children's learning and development. Group activities are typically well
planned and support children's learning. For example, babies enjoy early counting as they
stack bricks, and older children count the sticks they add to their dough birthday cake. Staff
model mathematical language for children to hear. For example, when children fill containers
with water, they are encouraged to use words such as 'full' and 'empty'.
Disadvantaged children, those with special educational needs and/or disabilities and those
who may face barriers to learning receive individual support plans that help them to

succeed. For instance, staff adapt activities and the environment to ensure inclusivity for all
children.
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 and their families are at the heart of this inclusive setting. Children are pleased to
be greeted warmly by caring, attentive staff and leave their parents with ease. Positive,
nurturing attachments are developed with their key person. Children demonstrate that they

Inspector:
feel safe, secure and valued. They show a clear sense of belonging. Children independently
choose from a wide range of equipment and resources. For instance, children thoroughly
enjoy water play. They quickly learn how to use cups and pots to transport water from one
tray to another. Children have access to outdoors, which further supports their development.
They ride trikes, paint and investigate the mud kitchen.
Children with special educational needs and/or disabilities or those who may face barriers to
learning are extremely well supported. Leaders and staff ensure they adapt the provision to
meet the individual needs of all children and their families. Leaders and staff know the
families well. They know and understand the area in which the families live. Staff develop
positive and effective relationships with parents and significant carers. Staff work well with
parents to ensure they understand the importance of attendance on children's learning and
development.
Children demonstrate a love of books. They sit individually or share stories with their peers.
They recall previous learning and predict what will happen next. For instance, older children
eagerly act out parts of the story 'Going on a Bear Hunt'. Children work well together. They
concentrate as they make a home for the bear from large wooden blocks. Children are
familiar with the routines and expectations. They develop independence as they wash their
hands and pour their drinks at mealtimes. This supports their growing confidence and self-
care skills.
Staff who work with babies provide warm and caring interactions. Where babies are
unsettled, staff provide reassurance and cuddles, helping babies to feel secure and
comforted. Babies thoroughly enjoy singing their favourite songs and nursery rhymes with
puppets. They happily join in with the actions to 'Twinkle, Twinkle', extending their
vocabulary and confidence.
Next steps
Leaders should build on the arrangements for mentoring, coaching and training to ensure
that all teaching is of a consistently high standard.
About this inspection
The inspector spoke with staff, leaders, parents and children during the 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.

Julie Campbell
About this setting
Unique reference number (URN): 2808232
Address:
Station Road
Seaham
SR7 0BN
Type: Childcare on non-domestic premises
Registration date: 30/08/2024
Registered person: The Early Learning Partnership Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:45
Local authority: Durham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 5 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
80
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.
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