Hoglets Daycare Ltd

Hoglets Daycare Ltd
Unique reference number (URN): 2844910
Address: Austerfield Study Centre, High Street, Austerfield, Doncaster, DN10 6RG
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/06/2025
Registers: EYR, CCR, VCR
Registered person: Hoglets Daycare Limited
Inspection report: 3 March 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 achieve well and make steady, secure progress from their starting points. Their
communication is effective because staff model rich language, introduce new words with
care and spark conversations throughout the day. During group times, children listen with
interest, share their ideas and join counting and number activities with growing confidence.
They delight in noticing patterns on leaves, ordering numbers and comparing sizes as part
of their play.
Disadvantaged children and those with special educational needs and/or disabilities make
steady progress through targeted interventions. Leaders typically act early to remove
barriers, and staff generally adapt routines and teaching so every child can take part.
Individual play plans are followed, which is reflected in children's increasing confidence,
engagement and willingness to try new things. Across the curriculum, children strengthen
fine motor control, explore creative ideas and solve problems together. By the time children
leave, they are confident, capable and ready for school.
Behaviour, attitudes and establishing routines Expected standard
Children behave well. Staff teach them to listen, communicate positively and understand the
difference between right and wrong. They set clear rules and boundaries and help children
to learn how to keep themselves safe. For instance, children know that they must hold
hands with their friends or staff when walking in the reserve. When children become
dysregulated, staff act quickly to support children's changing emotions. This typically helps
children to focus their attention on positive interactions and the learning opportunities
provided by staff.
Activities provided for babies are sometimes too advanced for their stage of development,
especially in relation to creative arts. This means that babies are not always fully engaged,
lose interest and wander off, missing opportunities to explore a variety of ways to make
marks and be creative. Staff provide older children with a unique approach to their learning,
encouraging children to investigate, question and make sense of the world around them as
they explore the nature reserve and woodland areas.
Leaders ensure parents understand the importance of regular attendance for children's
routines. Any absences are quickly checked and recorded so that children benefit from their
daily routines, and any concerns regarding children's welfare are identified as quickly as
possible.
Children's welfare and wellbeing Expected standard
Children develop a sense of belonging at this setting. They build close relationships with
leaders and staff. Staff are kind and caring and provide a safe environment to support
children's safety and welfare. Staff interact with children in a supportive manner and provide
nurturing care. Staff work in partnership with parents to ensure babies' sleep routines and

weaning practices are consistent between home and the nursery. They teach children how
to keep themselves safe, especially when children are accessing the forest school areas.
Children demonstrate they know the boundaries that they must stay in and know how to
walk safely when outside of the nursery. This approach helps children feel safe and secure,
which enables them to be ready to learn. Children practise their independence skills, such
as putting on their coats and washing their hands before snack time. Well-established
routines help children understand what is expected of them and enable them to manage
these tasks confidently.
Throughout the nursery, staff and children have positive and settled relationships. Overall,
key-person arrangements are in place. However, leaders do not ensure there is effective
communication between parents and their child's key person when children are transitioning
into the setting and moving between rooms. This sometimes results in important information
about children's home life being missed. Staff consider children's emotional wellbeing
closely when planning experiences. For example, they ensure that they are aware of
children who may need additional support.
Curriculum and teaching Expected standard
Leaders are passionate about providing high-quality learning experiences for children who
attend their setting, including those with barriers to their learning. Leaders plan their
curriculum around the natural environment and provide children with resilience,
independence and communication skills and a love of learning. The curriculum is sequenced
to ensure learning opportunities build on what children know and can do. For example,
toddlers prepare for forest adventures by first learning to navigate uneven surfaces and
obstacles in the outdoor area.
There are ample opportunities to support physical development in the forest school areas.
Children benefit from space to run, jump and balance. They enjoy den building with
branches and sticks. Staff use these opportunities to introduce mathematical language.
Typically, teaching is effective. However, there are occasions when the implementation of
the curriculum is less effective. For example, sometimes, too much adult support and
guidance is provided. This means there are times when children are not able to do things for
themselves that they are capable of.
A strength of the curriculum is the focus on language and communication. From an early
age, staff support children to communicate and extend their vocabulary. Progress in
children's speech and communication is swift. Staff skilfully introduce new words and ensure
children understand the meaning. Staff provide targeted learning opportunities for those
children who need some additional support with their communication and language.
Inclusion Expected standard
All children's progress is assessed regularly, including those with special educational needs
and/or disabilities and those facing disadvantage. This means gaps in their learning are
identified and supported well. Staff demonstrate their understanding of the graduated
approach, using assessment to identify children's needs and to plan targeted interventions.

Children's individual support plans are reviewed regularly and shared with parents. They are
adapted as children progress. Leaders use additional funding, such as the early years pupil
premium and the special educational needs inclusion fund, to reduce barriers to learning
and encourage children's interests. This includes increasing staffing to provide focused,
one-to-one support.
The special educational needs coordinator accesses ongoing professional development and
shares learning across the team to strengthen inclusive practice. Leaders evaluate provision
continuously and make timely referrals to external agencies, securing additional advice and
support when needed. Partnership working with parents and professionals ensures
consistency between home and the nursery. As a result, children with additional needs and
those facing disadvantage are increasingly able to access the full curriculum and make
steady, sustained progress in their learning and wellbeing.
Leadership and governance Expected standard
Leaders understand their key strengths, such as understanding the needs of the children
and families that attend and the unique experiences that the forest school provides. Leaders
consider the developmental stages of children's learning and development before taking
steps to transition children into their next room and their ability to keep themselves safe in
the forest school areas. Leaders demonstrate close links with the local community and strive
to provide all children with a secure start to their early education. The staff team is well
established, and staff enjoy working at the setting and feel supported in their roles. There is
a shared focus on providing children with plenty of opportunities to practise their skills and
knowledge to support all children's developmental progress. Leaders have identified that
they would like to develop the outdoor provision to provide more opportunities to learn about
planting and growth.
Leaders maintain clear oversight of the setting. Staff take part in regular professional
discussions with leaders, where they identify targets to develop their knowledge and skills.
In addition, staff complete mandatory training and access a range of training courses that
strengthen their understanding of children's learning and development. This helps staff to
identify and support children's learning, especially for children who have barriers to their
learning. For example, a number of staff have completed the special educational needs and
disabilities coordinator training. This ensures that staff working with children have a greater
understanding of their needs and how to implement these into their experiences within the
nursery.

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 warmly welcomed into a safe, secure, carefully planned and stimulating
learning environment. They benefit from the setting's child-centred curriculum. Leaders and
staff have high expectations for all children in all aspects of their learning. Children make
effective progress in their communication and language and their physical, social and
personal development. Staff understand how children learn, and they continually build on
what children know and can do. Children master key skills they need for their future
development and are well prepared for school. For instance, from an early age, children

Inspector:
Jo Clark
About this setting
Unique reference number (URN): 2844910
Address:
Austerfield Study Centre
High Street, Austerfield
develop their hand–eye coordination and their fine motor skills well. Older children have an
abundance of confidence and understanding as they explore the forest area searching for
wildlife, and they create pictures with the natural resources they find. Babies explore many
textures as they make marks in the breadcrumbs and develop their fine motor skills as they
use tweezers to pick up spaghetti. Staff do not consistently consider the age and stage of
development of younger children when providing some activities, such as using creative
materials to make pictures and rockets. This can limit their opportunities to express their
creativity through art.
Children have positive attitudes to their learning and behave well during their time at the
setting. For example, at tidy-up time, children are eager to help and respond positively to
staff's request for help. They enjoy the responsibility of helping with small tasks and receive
lots of positive praise from staff.
Next steps
Further develop the key-person role to support transitions and communication with
parents.
Leaders should provide activities that are age-appropriate to allow children to explore
their own creativity when creating in art and design.
About this inspection
The inspector spoke with the designated safeguarding lead, the special educational needs
coordinator, leaders and practitioners 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.

Doncaster
DN10 6RG
Type: Childcare on non-domestic premises
Registration date: 30/06/2025
Registered person: Hoglets Daycare Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 17:45
Local authority: Doncaster
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 3 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
72
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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