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
Inspection report: 17 July 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
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
next stage of their learning and their move on to school.
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.
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.
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.
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
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.

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, 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

Inspector:
Miriam Caldecott
peers. Children flourish in the care of the considerate and approachable staff. Their
behaviour is positive and children enjoy their learning.
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.
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.
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.
About this inspection
The inspector spoke with the leaders, staff, children and parents 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.

About this setting
Unique reference number (URN): EY420127
Address:
161 Hollins Road
Todmorden
Calderdale
OL14 6QF
Type: Childcare on non-domestic premises
Registration date: 17/06/2011
Registered person: Ellis, Margaret
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Calderdale
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 17 July 2026
Children numbers
Age range of children at the time of inspection
0 to 11
Total number of places
50
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