Hopscotch Nursery

Hopscotch Nursery
Unique reference number (URN): 2773017
Address: B H F Priory Centre, Pontefract Road, Barnsley, S71 5PN
Type: Childcare on non-domestic premises
Registered with Ofsted: 29/02/2024
Registers: EYR, CCR
Registered person: Hopscotch Early Years Ltd
Inspection report: 25 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. Leaders have not ensured that staff maintain
up-to-date safeguarding knowledge and understanding. For example, not all staff
understand the procedures for managing allegations, and some lack secure knowledge of
key safeguarding responsibilities, including issues such as county lines and the 'Prevent'
duty. As a result, staff are not fully able to carry out their safeguarding responsibilities, and
children's safety is compromised.
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 develop secure skills and knowledge across the 7 areas of learning and make
steady progress from their starting points. They are well prepared for their next stage of
learning and eventual move to school. Children listen attentively, share their ideas and
communicate confidently with staff and peers. Children become increasingly independent
learners. They manage daily routines confidently and take responsibility for their own care
needs.
Children with special educational needs and/or disabilities, disadvantaged children and
those known, or previously known, to social care achieve well from their starting points. For
example, children with speech and language needs develop increasing confidence through
specialist advice and individual plans. Children who speak English as an additional
language make good progress in developing English communication skills and participate
confidently alongside their peers. As a result, all children develop the knowledge, skills and
confidence needed for the next stage of learning.
Behaviour, attitudes and establishing routines Expected standard
Children are kind, respectful and caring and behave well. Warm, trusting relationships
between staff and children promote confidence and a strong sense of belonging. Staff act as
positive role models and provide reassurance, praise and encouragement during play and
learning. Children understand and respond to clear expectations for behaviour. They
cooperate with others, share resources and resolve minor disagreements appropriately.
Staff provide effective support for children who are new to the setting, helping them form

secure attachments and settle quickly. As a result, children feel secure, develop positive
attitudes to learning and engage confidently in activities.
Children follow daily routines confidently, including hanging up coats and washing their
hands before snack. These well-established routines promote independence and self-
regulation and prepare children well for their transitions to school. Staff adapt expectations
to children's ages, stages of development and individual circumstances so all children can
succeed.
Staff support children to manage their emotions through gentle guidance and consistent
routines. They use a range of strategies when children find managing feelings difficult. For
example, staff provide calm spaces where children can regulate their emotions
independently. Leaders monitor attendance carefully and follow up absences promptly to
support children's safety and wellbeing and encourage consistent attendance.
Children's welfare and wellbeing Expected standard
Staff understand children's individual needs well and provide attentive day-to-day care.
Leaders and staff create a nurturing and inclusive environment where children feel valued
and secure. Staff form secure attachments with their key children and understand their
individual needs and backgrounds. Familiar adults carry out nappy changing routines, and
children's privacy is maintained. Experiences are adapted carefully so disadvantaged
children and children with special educational needs and/or disabilities receive timely and
appropriate support. Leaders work closely with relevant agencies to support children known,
or previously known, to children's social care, attending meetings and sharing information
appropriately.
Children are supported to lead healthy lifestyles. Healthy eating, exercise and oral hygiene
are embedded in daily routines. Children enjoy nutritious snacks and balanced meals each
day, and leaders work with parents to encourage healthy packed lunches. Staff help children
recognise, express and manage their emotions through sensitive conversations and planned
activities. Consistent routines for sleeping, feeding and weaning are agreed with parents
and adapted to meet individual needs. This supports children's wellbeing, emotional security
and secure development.
Curriculum and teaching Expected standard
Leaders have developed a sequenced curriculum that covers all areas of learning. Overall,
leaders identify strengths and areas for improvement. For example, they recognise teaching
for babies is not yet consistently secure. A clear action plan is in place to strengthen practice
and improve outcomes. Staff use accurate assessment to identify what children know and
plan next steps. Staff use assessment to adapt teaching to children's differing needs and
stages of development. They follow children's interests to motivate learning and support
progress from starting points.
Communication and language are promoted effectively throughout the nursery. Staff read
stories and sing regularly with babies to support listening and attention skills. They model
clear speech and correct pronunciation to support language development. Staff identify gaps
early and provide focused communication and language support. Mathematical

Urgent improvement
understanding is developed through everyday experiences, such as comparing stick sizes
and counting during activities.
Children develop personal, social and emotional skills through positive relationships with
their key person. Staff adapt teaching so all children can access the curriculum, including
those with special educational needs and/or disabilities, disadvantaged children and those
who face barriers to learning. Children have regular opportunities to develop their physical
skills through daily outdoor play and use of the soft-play area, where they climb and jump
safely. As a result, children make secure progress from their starting points.
Inclusion Expected standard
Leaders know children and their families well and have a clear understanding of their
individual needs and backgrounds. Staff identify gaps in development quickly and implement
targeted support to remove barriers to learning and wellbeing. Leaders adapt the curriculum
and care practices carefully to ensure all children can participate fully and make progress
from their starting points. Staff receive guidance to follow a clear assess, plan, do and
review process when supporting additional needs. Leaders also make effective reasonable
adjustments to remove barriers to learning. For example, children access a sensory room to
support self-regulation and receive targeted one-to-one support.
Children who speak English as an additional language receive focused support from
designated staff. Support strategies are monitored regularly to review their effectiveness and
impact. Staff learn key words in children's home languages to strengthen communication
and inclusion. Cultural events and festivals are celebrated to reflect children's backgrounds
and promote respect for diversity. Leaders work closely with relevant agencies to support
children known, or previously known, to social care, ensuring their welfare and progress are
prioritised.
Leaders use additional funding effectively to provide tailored resources and fund hot meals
for children. Children with special educational needs and/or disabilities receive timely
support. Leaders work closely with parents and professionals to implement individual plans,
ensuring children make secure progress.
Leadership and governance Urgent improvement
Leadership is not effective. Leaders have not ensured that early years foundation stage
requirements, including welfare requirements, are consistently met. They lack sufficient
oversight and clear systems for monitoring, coaching and supporting staff. Professional
development and induction do not ensure staff develop secure knowledge to carry out their
roles effectively. As a result, reflective practice is weak, and key policies and procedures are
not followed consistently. Leaders have taken action since Ofsted's last visit to ensure
children are seated appropriately and the implementation of allergy management plans. In
addition, leaders are working with the local authority to improve practice. However, this work
remains at an early stage, and improvements are inconsistent.

Leaders build positive partnerships with parents, who feel welcomed and valued. Parents
report increased confidence and enjoyment since children started attending. They praise the
trusting relationships staff build with their children. However, systems for sharing information
about children's learning and next steps are not yet embedded. Parents do not receive clear
guidance to support learning at home. This limits opportunities to reinforce children's
learning consistently beyond the nursery.
Leaders work effectively with external agencies to support children with special educational
needs and/or disabilities and those known to social care. Parents speak positively about the
guidance leaders provide with referral processes and multi-agency support. Leaders support
staff and consider workload and wellbeing. Staff report enjoying their roles and feel
supported by leaders.
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
What it's like to be a child at this setting
Leaders do not have effective oversight of this nursery. This could have a significant impact
on children's safety and welfare. Weaknesses in staff induction procedures and training
arrangements have resulted in significant gaps in staff's safeguarding knowledge. In
addition, weaknesses in staff supervision mean that leaders are not aware of these gaps
and have not taken prompt or effective action to address them. As a result, current
arrangements may not adequately protect children's safety and welfare.

Despite weaknesses, children develop a sense of belonging at this welcoming nursery. They
are happy and confident in the nurturing environment. Staff greet children warmly on arrival,
and children eagerly enter to meet their friends. Positive, trusting relationships underpin
daily practice. Staff act as positive role models who support children to be kind, take turns
and share. Staff gather detailed information from parents and carers about routines,
interests and any special educational needs and/or disabilities (SEND). This information is
used thoughtfully to ensure children settle swiftly and participate fully in nursery life.
Leaders and staff implement a sequenced curriculum that enables children to make
progress across all areas of learning. Children enjoy a range of engaging experiences and
become absorbed in their play. For example, children work together gathering leaves and
twigs to make a pretend pie, developing social skills, imagination and understanding of the
natural world. Staff know children well and use purposeful interactions to build on what they
already know and can do. Consequently, children achieve well and gain the essential skills
needed for their eventual move to school.
Children grow in independence and confidence as they develop age-appropriate knowledge
and skills. Their individuality is respected, and staff take effective steps to minimise barriers
to learning and wellbeing. All children, including those who are disadvantaged, known to
social care and those with SEND, are supported to make progress from their starting points.
Leaders promote consistent attendance and respond promptly to emerging patterns of
absence.
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 that all staff have an up-to-date knowledge of
safeguarding issues and reporting procedures,
including how to manage allegations against staff
11/03/2026
implement effective arrangements for the supervision of
staff to ensure their practice is monitored effectively and
any training and support needs are identified
25/03/2026
ensure that all staff receive induction training to help
them understand their roles and responsibilities to
support better outcomes for children's care and
development
25/03/2026
strengthen communication with parents so they
understand children's next steps and can support
learning at home
25/03/2026

Inspector:
Jennifer Cowton
About this setting
Unique reference number (URN): 2773017
Address:
B H F Priory Centre
Pontefract Road
Barnsley
S71 5PN
Type: Childcare on non-domestic premises
Registration date: 29/02/2024
Registered person: Hopscotch Early Years Ltd
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Barnsley
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 25 February 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.

Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
60
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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