Horns Drove Community Childcare

Horns Drove Community Childcare
Unique reference number (URN): EY345454
Address: St. Johns C of E Primary School, Bakers Drove, Rownhams, Southampton, Hampshire, SO16
8AD
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/01/2007
Registers: EYR, CCR, VCR
Registered person: Horns Drove Community Childcare Ltd
Inspection report: 6 March 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected standard
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.
Achievement Expected standard
Children are confident learners who are curious about the world around them. They are
eager to explore their environment. All children, including those who face barriers to
learning, make expected progress. Children develop age-appropriate skills as they progress
and develop the skills identified by practitioners, such as independence and the ability to
communicate as needed for the next stage of their learning. Children are confident in
communicating their thoughts and ideas to adults in a range of ways. For example, some
children communicate using picture boards and visual prompts. Children develop a love of
books as they frequently enjoy looking at them together and avidly listen to stories read to
them. Children learn to manage their emotions and to relate their feelings to reasons why.
For example, they explore with practitioners what makes them feel happy.
Behaviour, attitudes and establishing routines Expected standard
There are secure and warm attachments between children, their peers and practitioners.
Expectations for behaviour are clearly stated and tailored to children's ages and stages of
development, including for children with special educational needs and/or disabilities.
However, on some occasions, the transitions between activities do not fully support the high
expectations for children's behaviour as they become disengaged, which leads to them
becoming restless.
Children learn to play collaboratively with one another. Practitioners scaffold children's
learning so that they learn how to do so effectively. For example, practitioners teach children
how to ask others if they can join their play, and practitioners empower children to make
their own decisions in response. This leads to children working collaboratively as they build
towers without minor conflicts.

Leaders work with families to help them understand the importance of punctuality and
attendance. They help families understand the impact on children's wellbeing, as well as
their learning and development. This has led to improved punctuality and attendance at the
setting.
Children's welfare and wellbeing Expected standard
Children have clear bonds with practitioners, who they actively approach when they would
like a hug or reassurance. Practitioners prioritise children's wellbeing and implement
strategies to ensure that they are able to settle well when they first join the setting. For
example, practitioners ensure that children can keep their comforters until they are ready to
put them down.
Care routines are effective in meeting children's needs. Practitioners make appropriate
adaptations to ensure that children's individual needs are met. For example, they make
adaptations at snack time so that children receive their snack when it best suits their needs
rather than the standard routine of the provision. However, at times, transition periods, such
as between activities, lead to children not being fully engaged.
Children learn about making healthy choices through discussions with practitioners at
mealtimes. They learn about different foods and how they affect their bodies, such as certain
foods being beneficial for their heart. Children learn to keep themselves safe as they play in
the garden, such as learning how to balance along balance stones without falling off.
Children develop a secure sense of emotional wellbeing, and this is a key priority for the
setting. Children learn about managing their feelings through a range of activities. For
example, they take part in an activity that demonstrates how feelings can feel out of control
by representing these emotions with a bubbling solution. Practitioners help children consider
possible solutions when they are feeling like this, such as telling an adult.
Curriculum and teaching Expected standard
Leaders clearly understand the quality of the curriculum and teaching in the setting. They
use this knowledge to continue to drive improvements. For example, they have recently
introduced a new curriculum. Practitioners are already confident in the curriculum and what
they want children to learn, particularly regarding their personal, social and emotional
development. This is a key focus area for leaders and practitioners and underpins all
aspects of learning and development at the setting.
Practitioners develop children's mathematical knowledge as they play. For example,
practitioners discuss the size of blocks as children build towers together. Practitioners
develop children's communication skills in various ways, such as by modelling vocabulary
and repeating the correct pronunciation of words. However, sometimes, there are
inconsistencies in how practitioners support children's language development. For instance,
at times, practitioners ask the next question before children have the opportunity to respond.
Practitioners make reasonable adjustments for children who may face barriers to learning,
such as adapting their teaching for children with special educational needs and/or
disabilities. Practitioners use assessment well to ensure that they know what children can do

and to tailor teaching appropriately. Children's next steps for learning are based on their
individual needs and starting points.
Inclusion Expected standard
Leaders and practitioners are generally quick to identify any emerging needs or gaps in
development. They assess children's development and implement strategies to help close
any gaps. Practitioners receive regular training on how to assess, plan and review children's
development and progress to ensure that their needs continue to be met.
Leaders and practitioners work closely with external agencies and professionals to ensure
that children receive the support they need. For example, they review strategies for
supporting children's development with other professionals to find a way that best suits the
needs of individual children. Additionally, leaders promptly make referrals, such as those for
speech and language therapy.
Leaders demonstrate a secure understanding of how to use additional funding appropriately
to meet the needs of the individual children. For example, leaders use additional funding to
fund additional sessions for children to ensure continuity of care during the holidays.
Overall, leaders and practitioners ensure that they adapt their practice and environment to
enable children's needs to be met, instead of expecting children to adapt to the environment.
For example, children's communication is celebrated and valued no matter the format in
which they communicate, such as using pictures or visual cues.
Leadership and governance Expected standard
There are new leaders who have only been in their positions for a short length of time. They
have a thorough understanding of the setting's strengths and areas for development.
Leaders have already begun to take action to develop practice. For example, leaders have
identified transition points as an area for development and have started to model practice
and share ideas with practitioners.
Leaders make decisions that are in the best interests of all children, including those who
face barriers to learning. For example, they work with families around attendance and what
timings best suit the child rather than the provider to ensure the best possible experience for
children.
Leaders ensure that practitioners' wellbeing is supported and that workload remains
manageable. The nominated individual also ensures that leaders receive full support for
their wellbeing and workload.
Leaders are keen to develop practitioners' knowledge and understanding as well as
encouraging them to follow their interests. For example, leaders have supported
practitioners in enhancing their knowledge around how to support children with special
educational needs and/or disabilities. Practitioners then cascade the information they have
learned to their colleagues to develop everyone's practice.

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 receive a warm welcome when they arrive at the setting. Practitioners focus on
providing children with a sense of belonging as well as love and nurture. Children arrive
happily and engage in activities quickly. They demonstrate that they feel safe and settled.
Children develop a love of learning and are curious about the world around them. They
progress well in their learning and development and are well prepared for the next stage of
their learning, such as school. Practitioners celebrate children's achievements with them and

Inspector:
Natasha Jarvis
About this setting
Unique reference number (URN): EY345454
Address:
St. Johns C of E Primary School
Bakers Drove, Rownhams
are proud of their accomplishments. For example, they keenly share with others when
children have attempted something new for the first time with a note of pride.
Children develop age-appropriate independence skills. For example, they self-serve snacks
and change their shoes. Children are confident in expressing their thoughts and feelings
with warm, kind and caring practitioners who listen to them and validate their feelings.
Practitioners value children's contribution to the provision and praise their efforts.
Children learn about the world around them and different races, religions and cultures. For
example, practitioners share things that are important to them with the children, such as
teaching them about the ways they celebrate Holi. Children and practitioners eagerly join in
with face painting activities as they learn about different ways to celebrate.
Next steps
Leaders should strengthen routines and transitions to ensure that children remain fully
engaged.
Leaders should strengthen practitioners' development of children's language and
communication skills.
About this inspection
There are new leaders in post since the last inspection.
The inspector spoke with leaders, practitioners, parents 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.

Southampton
Hampshire
SO16 8AD
Type: Childcare on non-domestic premises
Registration date: 05/01/2007
Registered person: Horns Drove Community Childcare Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 -
18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Hampshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 6 March 2026
Children numbers
Age range of children at the time of inspection
2 to 11
Total number of places
30
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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