Lane Pre-School Playgroup

Lane Pre-School Playgroup
Unique reference number (URN): EY236248
Address: Burnlee Road, Holmfirth, HD9 2LE
Type: Childcare on non-domestic premises
Registered with Ofsted: 02/01/2003
Registers: EYR
Registered person: Lane Pre-School Playgroup Committee
Inspection report: 28 January 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 develop their communication and language through conversations with peers and
staff. They begin to use longer sentences as they narrate their own play. This could be
extended further by embedding consistent use of questioning by staff to help them use their
imaginations and explain their thoughts and ideas. They develop their imagination and
understanding of the world through real-world resources in their play. Children show
dexterity as they use different-shaped magnets to build houses. When staff ask where the
door is, they take pride in showing it to them by opening one side of the structure,
demonstrating that they have already considered this in their building.
Mathematical knowledge is built steadily. Children use rulers to measure wood, and some
confidently count, although children are not routinely encouraged throughout the day to
count and extend their confidence in maths.
Children with barriers to their learning make positive progress from their starting points.
They show increasing independence as they find an extra chair, so they can sit at the table
to join in an activity. They show increasing understanding of their emotions and how to
manage these, helping them become ready for their next stage of learning.
Behaviour, attitudes and establishing routines Expected standard
Staff build positive relationships with children. They support children in learning about
boundaries and in managing their behaviour well overall. When children's emotions get too
much for them, staff provide a quiet area and sit with children, sensitively supporting them
until they are ready to re-join the group. They listen to children to understand what is wrong,
and are calm and patient. Staff model good behaviour to children and provide regular praise
to foster children's self-esteem. Leaders are aware that staff provide some explanations of
reasons behind boundaries, such as why staff must add the dye to the dough they are
making, but these are not yet firmly embedded in staff's practice. Children learn to work with
each other, and this is a developing skill. Staff model turn-taking as children make their
individual play dough, encouraging children to pass the scoop and wait their turn.
Leaders have clear procedures to monitor attendance and support children's learning. They
foster effective relationships with parents so that they can have open and honest
discussions about how to support children to make use of their full entitlement and build
attendance slowly to support children to settle in where needed.
Children's welfare and wellbeing Expected standard
Children, parents and staff have built firm relationships. Key persons know their children well
and understand individual children's learning needs and next steps in development. Children
enjoy including staff in their play and seek them out when they need reassurance or a
cuddle. Staff ask children to explain how they are feeling to help them understand and
manage their own emotions.

Routines are clearly embedded, and children understand the routines of the day. Staff
support children to learn about good hygiene practices. For example, children independently
access tissues to wipe their noses and then put them in the bin. Staff explain to children the
importance of finishing chewing their food and swallowing it before they can go to play, to
help them understand safe practices. Staff support children to understand the benefits of
access to fresh air. Regular access to outdoor play enables children to move in different
ways and provides opportunities to run, climb and develop physically. Staff join in children's
play and help them to practise their coordination as they build, kick balls or climb the steps
to the slide.
Curriculum and teaching Expected standard
Leaders design and implement a curriculum that covers all areas of learning, with a focus on
helping children develop social skills. Leaders oversee teaching, offering feedback to staff,
helping foster positive interactions with children or adapting teaching to meet learning plans
for those requiring specific support.
Staff talk to children about their play, introducing new words to expand their vocabulary. For
example, when children build with magnets, staff introduce words such as 'repel' as they
explain why magnets do not always stick together. Staff ask children suitable questions.
However, this is not consistent to embed learning. At times, questioning is too narrow and
does not prompt children to use their imagination or express their thoughts.
Staff teach children mathematical language as they model the use of words and phrases
such as 'on top of' and 'under'. They ask children questions, such as which is bigger or
smaller, as they compare different pieces of wood. Staff support children in counting, though
this is not yet well embedded in everyday routines, which would strengthen children's
mathematical knowledge. Staff support children's physical development well. Children play
regularly outside and practise climbing and balancing and develop coordination, for
example, as staff play tennis with them.
Inclusion Expected standard
Leaders have an appropriate overview of individual children's needs and where children are
in their learning and development journey. Key persons understand their children's stage of
development and carry out assessments to help them understand what they need to plan for
to support children's progress.
Any child with special educational needs and/or disabilities are well supported through
timely information-sharing between staff. Those leading in supporting these children have
attended relevant training. This enables staff to understand their individual needs and
support their progress appropriately. Staff make reasonable adjustments, where necessary,
to meet the needs of all children. For instance, picture cards show the day's routine and help
children understand what comes next, alongside clear staff's explanations.
Staff work well with other agencies that are involved with children. They understand and
follow the targeted support set for children and liaise well with professionals to discuss
progress. They include parents in supporting their children and working with other agencies
to ensure that children receive a joined-up approach to their development. Any funding, such

as the early years pupil premium, is used to promote experiences linked to children's next
steps.
Leadership and governance Expected standard
Leaders have a sound knowledge of the strengths and areas they wish to improve. They
have made improvements since the last inspection, which have had a positive impact on the
setting. Key-person information is displayed for parents to see, and key persons know their
children well. Leaders observe staff's practice and provide timely feedback to staff to foster a
culture of reflection and improvement. This has led to improvements in the quality of
interactions and education for children. Staff report that leaders support their wellbeing
effectively.
Staff have appropriate opportunities to increase their knowledge and develop their
understanding through training opportunities, which are discussed with leaders. Training has
included potty training, inclusion, and safeguarding, which has had a positive impact on
staff's development and support for children.
Leaders ensure that they take into account children's individual needs, including those who
face barriers to learning, when making decisions. They work well with parents to support
children in settling into the setting, focusing on what is best for each child's individual
circumstances. They ask parents what they want the setting to stop doing, start doing and
continue doing. This information is then used to help shape leaders' decisions.
What it's like to be a child at this setting
Staff support new children to settle in well. They welcome all children at the setting, and their
unique needs or barriers to learning are known and supported by staff. They work in close
partnership with parents to tailor settling-in sessions to meet children's needs. Children
develop warm, caring relationships with staff and seek them out during play or when they
feel upset. They are beginning to understand and learn to manage their behaviour and
emotions, which helps them forge friendships with others. Staff use books and discussions
to talk to children about their emotions, helping them understand and express them.
Children can find the 'red spot' to wriggle out their frustrations, with staff support. Children
are learning to become independent. They register themselves in the morning and help set
up the snack table.

Inspector:
Duncan Gill
About this setting
Unique reference number (URN): EY236248
Staff plan a book of the week to foster children's interest in books. They support this with
real-life resources to inspire children to use their imagination. For example, children act out
their story of the week, using oats to make 'porridge' and talking to 'Goldilocks' on the
phone. Staff positively support children's learning. They talk to children as they play,
introducing new vocabulary. They typically ask questions about children's play and use
some mathematical language with children. However, this could be strengthened to fully
embed children's use of numbers and prompt their imagination and thought.
Staff ensure that there is a safe and stimulating environment that fosters children's
enjoyment of learning and positive attitudes, such as concentration, collaboration and
perseverance. For example, children decide to go on a bug hunt outside. They work with
their friends and keep thinking of different areas to look, even when it is difficult to find some
of the bugs.
Next steps
Strengthen the quality of questioning, in order to promote children's thinking and
imagination and to encourage them to express their thoughts.
Improve opportunities for children to practise their counting in everyday routines to
strengthen their understanding and use of numbers.
About this inspection
The inspector spoke with leaders, practitioners, special educational needs coordinator 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.
A quality assurance visit by an additional inspector was carried out at this inspection.

Address:
Burnlee Road
Holmfirth
HD9 2LE
Type: Childcare on non-domestic premises
Registration date: 02/01/2003
Registered person: Lane Pre-School Playgroup Committee
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:30
Local authority: Kirklees
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 28 January 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
24
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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