Little Explorers Eccles

Little Explorers Eccles Brighthouse, Bright Road, Manchester M30 0WG

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Inspection date 12 October 2018 Previous inspection date 28 July 2016

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Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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3

Personal development, behaviour and welfare Requires improvement

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3

Outcomes for children Requires improvement

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The provision requires improvement. It is not yet good because:

n Although managers regularly observe activities and routines, they do not have good enough systems in place to supervise individual practitioners. As a result, practitioners are not helped sufficiently to improve and the quality of teaching is inconsistent. n There are occasions when practitioners do not make the best use of opportunities to assess children's progress. This means that they do not know precisely enough what children know, understand and can do. n Sometimes, practitioners do not make the most of opportunities to promote children's independence. n Plans to improve the provision are not clear enough to drive rapid improvement.

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It has the following strengths

n Children arrive at nursery happy and ready to play. They demonstrate that they feel secure in the company of the attentive and caring practitioners. n Parents comment that practitioners are friendly and approachable. They feel well informed about children's daily activities and care. n Practitioners plan activities that arouse children's interest in early writing. Children paint and draw on different surfaces and with a range of media. They understand that writing carries meaning. This is demonstrated when children carefully make their own marks on paper and tell practitioners what they are writing.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date implement an effective system for supervising practitioners that promotes continuous improvement in the quality of their teaching. 09/11/2018

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

n make better use of assessments to support children in making the best possible progress, given their starting points and capabilities n make better use of opportunities for children to develop the highest levels of independence n evaluate the provision more effectively so that planned actions drive sustained improvement.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors. She assessed the impact this has on children's learning. n The inspector spoke with practitioners and children during the inspection. She spoke to parents and took account of their views. n The inspector completed a joint observation with the nursery manager. n The inspector held a meeting with a director of the nursery, the nursery area manager and the nursery manager. She looked at relevant documentation and evidence of the suitability of practitioners working in the nursery.

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Effectiveness of leadership and management requires improvement

Managers have not established a robust approach to identifying the strengths and weaknesses of the provision and so plans to improve are not clear enough. This is exemplified by weaknesses in procedures for supervising practitioners. The manager does not monitor the quality of teaching closely enough to help staff to continuously improve their teaching. As a result, the quality of teaching is inconsistent and is not improving rapidly enough. Safeguarding is effective. Managers train practitioners to understand their responsibility to protect children. Practitioners know what they must do if they consider that a child is at risk of abuse or neglect.

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Quality of teaching, learning and assessment requires improvement

Spontaneous teaching by practitioners often helps to promote children's progress. For example, older children are excited to find out what happens to ribbons and paper in the windy weather. Practitioners sensitively encourage babies and toddlers to take part in messy, sensory activities. They talk with children about the activities and this helps children to learn words that match their actions. However, when practitioners plan activities they do not routinely check what children already know, understand and can do. This means that children are sometimes not challenged to take the next steps in learning that they are capable of.

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Personal development, behaviour and welfare require improvement

Inconsistencies in teaching mean that opportunities to help children to develop the highest levels of independence and confidence are sometimes missed. This is demonstrated at lunchtime. Children do not know precisely what is expected of them because the routine is not consistently taught by all practitioners. However, practitioners follow well-established procedures that help to promote children's safety. For instance, systems to protect children who have allergies to certain foods are implemented well. Children play energetically in the exciting outdoor area and this helps them to develop strength and agility. Practitioners demonstrate kindness and respect towards the children and each other. Children copy them and learn to be polite and helpful.

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Outcomes for children require improvement

Weaknesses in teaching mean that children make steady rather than good progress from their starting points. However, most children develop the basic skills and knowledge they need to start school. Children know that sometimes they are free to run about and shout and at other times they must sit in a group and listen. They enjoy listening to stories. Older children play cooperatively and begin to respect the views of other people. Babies move and explore freely. For example, they crawl or toddle up and down gentle slopes in the well-equipped nursery. Older children develop independence in using the toilet. They know that they must wash their hands before they eat.

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Setting details

Unique reference number EY482692 Local authority Salford Inspection number 10065712 Type of provision Full day care

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childcare on non-domestic premises Age range of children 0 - 4 Total number of places 45 Number of children on roll 51 Name of registered person Explorers Nurseries Limited

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reference number

Date of previous inspection 28 July 2016 Telephone number 01617078737

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reference number

Little Explorers Eccles registered in 2014. The nursery employs eight members of childcare staff. Of these, one holds a qualification at level 6, one holds a qualification at level 5, two hold qualifications at level 3 and two at level 2. The nursery opens from Monday to Friday all year round. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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reference number

This inspection was carried out by Ofsted 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.

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reference number

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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