Shelf Preschool and Out of School Club

Shelf Preschool and Out of School Club
Unique reference number (URN): EY266155
Address: Youth And Community Centre, Wade House, Shelf, Halifax, HX3 7PB
Type: Childcare on non-domestic premises
Registered with Ofsted: 09/06/2003
Registers: EYR, CCR, VCR
Registered person: Locality Support Services Limited
Inspection report: 2 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
Needs attention
Behaviour, attitudes and establishing routines Expected standard
Leaders work closely with families and explain the importance of children's regular
attendance at the setting and how it promotes their learning and development. Children
enjoy their learning and display positive attitudes to learning. They concentrate well and staff
support them to listen and develop this valuable skill, to help support children with their
transitions to school. Older children learn to work collaboratively on tasks and support one
another. For example, during obstacle courses, as they offer words of encouragement to
their friends and reminders of what comes next.
Children behave well and understand what is expected of them. They follow established
routines and enjoy taking on responsibilities as they help to tidy up and look after their
environment. Staff support older children to resolve any interpersonal conflicts. They ask
children what they can do if they both want to play with the same toy. Children suggest that
they share and take it in turns and decide between themselves who has the first turn.
Staff support children to be resilient and to persevere when they find tasks difficult. For
example, together they explore how they can make it easier to knock down tins by throwing
a bean bag. They discuss different solutions and decide that if they sit down and throw it like
a frisbee they will be more successful in knocking them down.
Achievement Needs attention
The youngest children do not always receive the targeted support they require, compared to
that received by the older children. The planning of experiences for younger children is not
as well considered, in order to consistently support their next steps in learning. Babies
explore sensory resources. They push and squeeze liquid-filled bags and watch the glitter
and small items move around inside. They learn that they can make the items move in
different ways. They also take part in water play, washing the baby dolls and twisting the
different body parts to wash them.
Older children demonstrate early mathematical skills, such as counting and simple addition
and subtraction. Older children practise a range of skills as they complete an obstacle
course. They throw beanbags towards a target to knock down tins and count how many they
hit. They manoeuvre their bodies confidently, in a range of ways, as they balance and crawl
on and under different obstacles. Children demonstrate their physical skill as they build and
construct. They understand that the magnets inside the shaped pieces make each one stick
together. During construction activities, children build with purpose and select different
shaped pieces for their creations, using squares for the walls of the house and triangles for
the roof.

Children's welfare and wellbeing Needs attention
Staff do not implement risk assessments well enough to fully promote children's welfare and
wellbeing. Staff step over the partitioned baby area and do not consider the associated risks
for themselves and others until this is pointed out to them. Prickly brambles at children's
face height have been allowed to grow into the main play area in the garden. Although
children were not seen playing in this area there is nothing preventing them from doing so.
However, all staff understand the requirements around safer eating and safer sleeping.
Everyone at the setting has attended specific training and understands their responsibilities.
Meals are healthy and nutritionally balanced. Staff supervise children at mealtimes and sit
with them, offering support. For example, children with excess food in their mouths are
encouraged to take smaller mouthfuls and the reasons for this are explained to them. Staff
discuss what is an appropriate amount to be able to eat safely. Children are safely
supervised when sleeping and staff regularly check on sleeping children to ensure their
safety. Leaders understand the risks associated with the use of digital technology and share
this information, gained from training, with parents.
Children have lots of opportunities for outdoor play as leaders recognise that not all children
have access to a garden at home, or parks that they can easily access, particularly as the
seasons change and the nights get darker earlier.
Curriculum and teaching Needs attention
The curriculum for the youngest children is not as consistently well planned and thought out
as it is for the older children in the setting. The youngest children enjoy sensory activities
and exploratory play, but consideration is not given to tailoring the curriculum so that it
continually builds on their knowledge and skills. Learning for these children is more
incidental than planned for, in any meaningful way, to encompass the different areas of
learning. However, the curriculum for older children is much more considered. Learning
priorities are clear and well understood. Teaching takes account of children's individual
stages of development and their next steps in learning. Therefore, the curriculum is much
more sequenced and considered for these children.
Interactions are caring and supportive and all staff meet children's care needs well. Older
children show good recall, as they remember all the instructions on how to navigate the
obstacle course and what they need to do at each station. They offer one another
encouragement and remind their friends that they have to, 'crawl under the table'. They use
positional language in their instructions and model back what staff have told them.
During nappy changes, those working with younger children talk to them about what they
are doing and what they are going to do next. They talk about the cloud mobile above them
and what they can see. However, there is less language used during other activities with
babies to encourage and effectively support their language development.

Inclusion Needs attention
Leaders seek support and guidance where they have concerns about children's
development. They acknowledge that they would benefit from further training on how best to
support children with special educational needs and/or disabilities as they have limited
experience of this. Leaders have identified some training but are yet to attend.
Overall, the curriculum is not equally ambitious for all children. Inconsistencies in practice
and curriculum planning mean that younger children do not receive the same level of quality
curriculum as the older children at the setting.
Leaders understand that children can face various barriers to their learning and wellbeing.
Leaders take account of children's patterns of attendance when planning different
experiences for children. They arrange outings and trips on different days to ensure that
children do not miss out and that all have the opportunity to take part in these experiences.
Leaders consider how best to support children who are in receipt of funding, as well as the
ways in which this funding can be used to make a positive difference for children. For
example, they purchase specific resources and equipment, designed to have a positive
impact on children's achievement and wellbeing.
Leadership and governance Needs attention
Leaders understand there are areas that they need to improve on. However, they do not
take swift action to address these in order to quickly bring about improvement. They have
engaged in some professional development since opening the pre-school, as a new addition
to their registration. They have worked with the local authority and have identified some
training, which is intended to develop their practice and improve outcomes for children.
However, recent staff changes have had an impact and, consequently, the qualification
requirements for working with under 2s are not currently being met. Leaders understand that
this needs to be addressed and they are in the process of considering how best to meet this
requirement. Leaders understand that the curriculum for babies is not of the same standard
as it is for older children, but have not sufficiently explored the underlying reason for this.
Leaders have attended safer-recruitment training and understand their responsibilities to
ensure the continued suitability of staff. Leaders support their staff to attend training,
although this training is mostly generic and not targeted professional development to bring
about improvements in individual staff practice.
Leaders proactively work in partnership with parents. They seek parent's feedback and take
their suggestions on board. Leaders share information about how parents can support their
children to become increasingly independent at home and what they can do to ensure
children are ready for their transitions to school. Leaders are developing partnerships with
schools and seek feedback about how previous cohorts of children have settled. They ask
what more they can do to support children and ensure they acquire the skills needed to
facilitate a smooth transition.

Compulsory Childcare Register requirements
This setting has not 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 not 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's learning and the quality of interactions are variable across the setting, although
leaders do recognise this as an area for improvement. Children enjoy the experiences
offered and have positive attitudes to learning. However, much of the learning for the
youngest children is incidental, rather than planned for, to build on their skills sequentially.
Settling-in procedures are effective and staff work collaboratively with families to ensure
regular attendance and a smooth transition to the setting. Children develop close and
trusting bonds with staff who are nurturing and attentive to their care needs. While this is the

case, their safety is not always prioritised as well as it should be due to inconsistencies in
risk assessments and their failure to effectively minimise risks.
Children learn to become increasingly independent during daily routines and enjoy taking on
responsibilities to tidy up and help staff prepare for mealtimes. Children develop positive
social skills and friendships and show care and consideration for others. For example, they
reassure their friends they will wait for them while they go to the bathroom, so that they don't
miss their turn in the game. Children work collaboratively on tasks and enjoy problem-
solving. For example, they discuss which house will be stronger for the little pigs and
whether to use the paper or the bricks to build it, before testing out their ideas.
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following actions by the assigned date:
Action Completion Date
ensure risk assessments are effective in identifying and
minimising risks to children
07/07/2026
ensure at least one member of staff working with under
2s holds an approved Level 3 qualification and is
suitably experienced in working with children under 2
years
02/09/2026
improve staff's knowledge of, and expertise in, how to
consistently support the youngest children's
communication and language development
02/09/2026
improve the planning and oversight of the curriculum for
children under 2 years and ensure it takes account of,
and effectively builds on, children's individual next steps
in learning
02/09/2026
improve knowledge and confidence in the graduated
approach in effectively supporting children with special
educational needs and/or disabilities
02/09/2026
About this inspection
The inspector spoke with leaders, staff, parents and carers, children and those with specific
roles, such as designated safeguarding leads, during the inspection.

Inspector:
Annette Stanger
About this setting
Unique reference number (URN): EY266155
Address:
Youth And Community Centre
Wade House
Shelf
Halifax
HX3 7PB
Type: Childcare on non-domestic premises
Registration date: 09/06/2003
Registered person: Locality Support Services Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 -
15:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 -
08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 -
18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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 2 July 2026
Children numbers
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.

Age range of children at the time of inspection
1 to 11
Total number of places
55
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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