Hollinsend Nursery

Song bags, ice-rescue activities and numbers woven into snack time give Hollinsend Nursery a recognisable character. On Ridgeway Road in Sheffield, it has capacity for 52 children; those attending in January 2025 were aged two to four.

At its January 2025 inspection, Ofsted rated the nursery Good and judged safeguarding effective. The strongest practical thread was children's growing independence: choosing snacks, attempting their own coats and turning to a familiar key person for comfort.

In January 2025, learning followed children's interests within a planned sequence of skills. The early years foundation stage sets the requirements for learning, development and care; here, its everyday expression included stories, practical number activities and physical play.

Interactive song bags gave children a choice of familiar rhymes, with actions and anticipation encouraging participation. After outdoor experiences with snow and ice, staff introduced an activity rescuing penguins and polar bears from frozen surroundings. Children's recent experiences became material for further exploration.

Mathematics also had a practical purpose. In January 2025, children matched objects with numbers, counted snack-time cups and explored calendar dates. Outside, ball games and planned park walks brought movement into the day. These gave children concrete opportunities to practise skills.

Books, storytelling and adult conversation supported language learning, although the January 2025 improvement priority was more consistent introduction of unfamiliar vocabulary, especially when children gathered in larger groups.

At the January 2025 inspection, Ofsted found that children with special educational needs and/or disabilities received effective support through collaboration between staff, families and other professionals. Individual learning targets informed activities, giving support a practical connection to each child's development.

In January 2025, children played alongside their key person and sought reassurance from them. Staff encouraged sharing and turn-taking, praised considerate behaviour and allowed time for children to tackle everyday tasks themselves. Familiar relationships and small opportunities for independence worked together.

Home learning bags and a lending library extended activities beyond the nursery in January 2025. Staff also shared healthy lunchbox photographs and suggestions with families. For children approaching school, events and visits introduced the next setting's teachers and surroundings, helping make the change more familiar.

Staff development had its own structure at that time: colleagues exchanged feedback, while supervision and appraisals provided opportunities to discuss training needs.

The address is Ridgeway Road, Sheffield, S12 2TA.

In January 2025, the nursery operated on weekdays during term time, with sessions running from 9am to 3.30pm. That attendance pattern fitted the school-term calendar rather than year-round childcare.

Funded early education for children aged two, three and four formed part of the January 2025 provision. Families considering that pattern should distinguish the funded entitlement from the hours they intend to book.

• Language in larger groups. The January 2025 improvement priority concerned missed opportunities to introduce unfamiliar words. During a visit, ask how staff now extend vocabulary when several children are learning together.
• Term-time planning. January 2025 sessions ran from 9am to 3.30pm on weekdays during term time. Does the current booking pattern fit your working day and childcare needs during school holidays?

Hollinsend's January 2025 picture suits families seeking term-time sessions, practical learning and close key-person relationships. Song choices, everyday number work and activities carried into the home give the account substance. The vocabulary improvement priority deserves attention alongside those strengths, especially for parents weighing how group activities will support their child's communication.