Hawes Side Nursery

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About Hawes Side Nursery

Name Hawes Side Nursery
Ofsted Inspections
Address HAWES SIDE PRIMARY SCHOOL, Pedders Lane, Blackpool, FY4 3HZ
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Blackpool
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy in the care of engaging staff at this warm and welcoming nursery.

Strong links with the local school are a key strength. Pre-school staff work closely with the reception team to ensure that school readiness best meets the needs of the children. This ensures smooth transitions for children when they start school.

Children develop a range of skills. They use their large muscles as they run around and climb up the slide outside. They regularly enjoy story books, promoting a love of reading.

Children use a range of vocabulary, for example they describe the dough they have made as 'sticky'. They ...problem solve well, deciding to add more flour to their dough. Children use their small muscles as they roll out and cut flower shapes.

Children use number skills well as they count the 'wiggly worms' they make from the dough. Staff have high expectations for what children can achieve.Babies are confident and happy.

They have the independence and freedom to explore their environment. Babies cruise around low-level furniture and crawl into the den. They are given lots of opportunity to develop their balance and physical skills.

Staff respond quickly to babies' cues as they squeal and wiggle for more food at teatime. Babies have secure attachments with their key person and feel safe.

What does the early years setting do well and what does it need to do better?

Leaders act with integrity.

Additional funding is used in a variety of thoughtful ways. This supports children's individual needs effectively. For example, mathematical resources were purchased for children who needed additional support.

Progress is closely monitored. This means that all children benefit from support to help them catch up with their peers.Children with special educational needs and/or disabilities (SEND) are well supported by knowledgeable and experienced staff.

Leaders have developed strong partnership working with the local authority and other professionals. Screening of children's early communication skills supports in early identification. Early intervention is implemented to support children's progress.

As a result, children are supported to make the progress that they are capable of.Staff and leaders promote children's learning well. They build on what children know and can do to strengthen children's progress through the nursery and on to school.

In addition, SEND children are offered an adapted curriculum that focuses on smaller steps to help them achieve. Children's progress is reviewed at least termly. This supports children to achieve to their fullest potential.

The staff are caring and responsive to children, they feel well supported and valued by leaders. Their professional development is an area of focus, and they have access to frequent training. This supports in offering high-quality teaching and learning across the nursery.

Children are developing their independence and learn to make their own choices. They have the opportunity to select what healthy options they would like at snack and mealtimes. Within their play, children develop their own interests and access the activities that they enjoy.

They are becoming aware of the different choices their friends make and are beginning to understand what makes them unique.Overall, staff manage the routine of the day well. Older children enjoy a calm and relaxed environment with a structured routine and warnings of tidy-up time and changes to the routine.

However, times of transition are less well managed for younger children. Staff busily carrying out tasks are not always alert to the changing needs of children during this time. As a result, the environment becomes loud and can feel chaotic and the behaviour of some children can become more challenging.

Parents speak highly of the nursery and caring staff. Positive partnership working ensures that children settle quickly. Parents feel reassured through the information that is shared face to face and via the digital application.

Children are also confident to share their views about the nursery. They happily speak with the inspector about what they enjoy. A firm favourite is playing with their friends.


The arrangements for safeguarding are effective.Children learn to manage their own risk and how to keep themselves safe. When asked why they do not rock back on their chair they respond, 'I could hurt myself.'

The manager has excellent partnership working with the school and other agencies to ensure children's well-being is paramount. Managers are skilled at identifying concerns and ensure effective monitoring and information sharing. Staff have a good understanding about the types of abuse and the signs and symptoms that children may display.

They also understand the action to take if they have a concern about a child being at risk of harm. Staff demonstrate knowledge of whistle-blowing procedures and the action to take if they have a concern about the behaviour of a member of staff.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: help staff to consider the impact of transitions and changes in routine on children's behaviour, particularly during lunchtime.

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