URN EY420127 · Inspected 2026-02-04 · Published 2026-05-18 · Inspector: Jennifer Cowton
Hollins Day Care Unique reference number (URN): EY420127 Address: 161 Hollins Road, Todmorden, Calderdale, OL14 6QF Type: Childcare on non-domestic premises Registered with Ofsted: 17/06/2011 Registers: EYR, CCR, VCR Registered person: Ellis, Margaret Inspection report: 4 February 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Expected standard Safeguarding standards not met Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm. Safeguarding arrangements do not meet the required standards, as leaders do not provide staff with effective supervision, support and monitoring to promote safe practice. This weakness means that staff do not have a secure understanding of the setting's safeguarding policies and procedures or how to implement these effectively to keep children safe. Leaders do not ensure that staff understand types of abuse and who to refer any concerns to. 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. Behaviour, attitudes and establishing routines Expected standard Children are confident and motivated and demonstrate positive attitudes to learning within this well-organised environment. Carefully planned routines support children's emotional security. For example, children know to line up before heading upstairs for snacks and meals. Children develop secure relationships with key staff who know them well and respond sensitively to individual needs. As a result, children feel valued and explore confidently. Leaders and staff establish a positive environment with clear and consistently applied expectations for behaviour. Staff act as positive role models and adapt expectations to reflect children's ages, stages and circumstances. For example, during group times, staff sit alongside younger children and offer gentle reminders to listen and join in. Children listen carefully and wait their turn to celebrate each other's achievements, such as artwork and awards for positive behaviour. Gentle praise reinforces positive behaviour and helps children develop confidence. Children learn to cooperate, share and take turns, creating a calm and purposeful atmosphere. Leaders promote regular attendance and work closely with families to encourage consistent engagement. Inclusion Expected standard Leaders and staff demonstrate a clear understanding of how to identify and support children with special educational needs and/or disabilities, disadvantaged children and those known or previously known to social care. Ongoing observations, assessments and information from parents and professionals are used to identify individual needs promptly. This enables Needs attention leaders to plan targeted support and adapt routines, activities and the learning environment so children can access the curriculum and feel included. Leaders take purposeful action to meet children's needs through inclusive practice and reasonable adjustments, such as providing a quiet space for targeted interventions. Leaders support staff to assess children accurately and provide appropriate support. Staff monitor children's progress and review the impact of provision through a structured cycle, adapting strategies where necessary to promote continued development. Leaders work closely with parents and external agencies, including speech and language therapists and social care, to shape children's experiences and strengthen partnership working. Additional funding is used effectively to enhance opportunities for disadvantaged children, improving their engagement and development. Children known, or previously known, to social care are supported sensitively through effective partnership working with relevant professionals, helping them to feel secure and continue to make progress in their learning and wellbeing. Achievement Needs attention Inconsistencies in the curriculum and teaching for younger children do not provide all children with experiences to help them to continue to build on what they already know successfully. Older children typically develop the skills they need for later learning, particularly in communication and language. Children are supported to model language, use new vocabulary and receive encouragement to think and respond to questions. They listen with enthusiasm to familiar stories as they giggle with excitement and copy the actions. Older children become confident communicators and are well prepared for their next stage of learning. Disadvantaged children, those known or previously known to social care and those who face barriers to their learning receive focused next steps. For example, staff deliver small-group activities to reinforce early communication skills. As a result, these children make the progress they are capable of from their starting points. Children's welfare and wellbeing Needs attention There are some inconsistencies in the interactions and support that younger children receive. As a result, they do not develop a positive attitude to learning. Despite these weaknesses, children develop secure and responsive relationships with their key person and staff. Children seek reassurance from trusted adults when needed, supporting their emotional security. For example, babies receive regular cuddles and comfort to help them settle. Staff support children to recognise and talk about their feelings. For instance, children use dough to create happy and sad faces while discussing emotions. Staff promote children's understanding of healthy lifestyles and encourage growing independence. Care practices are adapted to meet children's individual needs and stages of Urgent improvement development. Children are supported to make positive choices that benefit their wellbeing, such as managing personal hygiene and recognising when they need the toilet. Staff provide additional guidance during mealtimes, helping children learn to use knives and forks safely. Disadvantaged children, those known or previously known to social care and children facing barriers to learning receive tailored care to support their health and wellbeing. Leaders demonstrate a secure knowledge of how to meet the needs of children with special educational needs and/or disabilities. Regular physical activity is promoted through dance sessions, daily outdoor play and varied equipment. These experiences strengthen children's physical development and support their overall health, helping ensure that individual care needs are met effectively. Curriculum and teaching Needs attention Leaders do not ensure that the curriculum is carefully planned and sequenced for all children. The quality of teaching is inconsistent. For example, younger children do not always receive interactions that build on their existing knowledge and skills, which reduces their engagement in learning. In addition, leaders lack a clear understanding of the curriculum because they do not monitor staff practice closely enough to evaluate its implementation. This means younger children are not typically supported to make the progress they are capable of. Staff interactions with older children are typically secure and support their ongoing learning. Staff engage children in conversations and provide appropriate support to extend learning. They build on what children already know, helping develop skills needed for their eventual move to school. Staff use ongoing assessment to identify starting points and next steps. Babies are supported to stand and take early steps. Older children take on age-appropriate responsibilities, such as tidying resources. Staff prioritise communication and language through daily stories, songs and purposeful conversations. Staff adapt teaching effectively for children known, or previously known, to social care, disadvantaged children and those who face barriers to their learning. Reasonable adjustments help ensure that all children can access learning. Mathematical development is embedded through play and conversation. Staff encourage comparisons such as 'big' and 'small' and discuss shapes and patterns. Children develop physical, personal and social skills through routines, outdoor play and weekly dance sessions. Leadership and governance Urgent improvement Leadership and governance are not effective. Leaders lack sufficient oversight of the nursery and do not have clear systems for monitoring, coaching and supporting staff. Although mandatory training, including safeguarding, is provided, this does not lead to consistently effective practice. For example, staff do not demonstrate an understanding of types of abuse and how to refer safeguarding concerns. Leaders have not accurately identified weaknesses in the quality of teaching for younger children. They do not monitor staff practice robustly enough to support staff to develop their teaching skills or improve the quality of education for all children. As a result, statutory requirements are not met. The staff team is well established, and staff enjoy working at the nursery and feel valued in their roles. Leaders operate an open-door policy and regularly check in on staff's wellbeing, helping to foster a supportive working environment. Staff report that they feel listened to and are comfortable raising concerns with leaders. Leaders build effective partnerships with parents and external professionals. They actively seek parental feedback and operate an open-door approach to address concerns promptly. Parents praise the community-based nursery and the kind, caring staff. Leaders work effectively with other agencies to implement targeted strategies that support children who experience barriers to their learning and those known to social care, helping to minimise these challenges and promote inclusive practice. Close partnerships with the school that children move on to enable leaders to share key information and help ensure 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 safety and wellbeing are compromised due to weaknesses in safeguarding and supervision arrangements. For instance, staff do not consistently demonstrate a secure understanding of the procedures to follow if they have a safeguarding concern. Furthermore, not all staff are clear about the appropriate action to take should an allegation be made against a member of staff or the management team. Leaders do not reflect on practice or provide ongoing effective monitoring, coaching and support for staff. Despite weaknesses, children enjoy their time at this inclusive and nurturing nursery. Warm and welcoming staff greet children and families each day, helping them to settle from the moment they arrive. Children confidently separate from their parents, eager to start their day. Staff nurture children's emotional security, enabling them to develop secure and trusting relationships with staff. In general, children show curiosity as they explore a range of activities across the nursery. For example, children strengthen their fine motor skills as they roll and knead dough. Staff encourage them to use tools and make shapes and patterns. Staff interactions with older children are purposeful and responsive, building effectively on what children already know and can do. As a result, older children make steady progress from their individual starting points. Staff promote children's independence throughout the day. Children take pride in helping to tidy resources and managing their own routines, such as preparing to go outdoors. Staff provide encouragement, enabling children to develop confidence and resilience. Staff reinforce clear expectations for behaviour and offer regular reminders and explanations. Staff have a secure understanding of the barriers that may affect children's learning, including the needs of children with special educational needs and/or disabilities, disadvantaged children and those known or previously known to social care. They know children well and identify emerging needs promptly through regular assessments. As a result, these children receive tailored support that strengthens their confidence and sense of belonging. Leaders prioritise good attendance and work closely with families to promote regular engagement in the setting. Next steps The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action. We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date: Action Completion Date ensure that all staff understand the safeguarding policy and procedures and have an up-to-date knowledge of safeguarding issues, including how to report allegations against staff 27/02/2026 implement effective arrangements for the supervision of staff to ensure their practice is monitored effectively and any training and support needs are identified. 27/02/2026 To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date: Action Completion Date improve the curriculum for younger children by fully considering their individual needs, interests and development 04/03/2026 About this inspection The inspector spoke with leaders, practitioners, parents and the special educational needs coordinator 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. Inspector: Jennifer Cowton About this setting Unique reference number (URN): EY420127 Address: 161 Hollins Road Todmorden Calderdale OL14 6QF Type: Childcare on non-domestic premises Registration date: 17/06/2011 Registered person: Ellis, Margaret Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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 4 February 2026 Children numbers Age range of children at the time of inspection 0 to 10 Total number of places 50 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. 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