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
Inspection report: 13 August 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 and other
barriers to their learning, are prepared for the next stage of their learning.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
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.
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.
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 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.
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.
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.
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

Inspectors:
Joe Groom
Juliette Freeman
About this setting
Unique reference number (URN): 508021
Address:
Hazels Road
Shrewsbury
Shropshire
SY4 4HE
Type: Childcare on non-domestic premises
Registration date: 24/11/1999
enables children to develop confidence, independence and a positive attitude towards
learning.
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.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, parents,
carers 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.

Registered person: Hazles Farm Child Care Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Shropshire Council
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 13 August 2026
Children numbers
Age range of children at the time of inspection
0 to 10
Total number of places
90
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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