Orchards Day Nursery

Orchards Day Nursery 20 Tatton Road South, Heaton Moor, Stockport SK4 4LU

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Inspection date 25 June 2019 Previous inspection date 14 August 2018

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This inspection: Good 2

Previous inspection: Requires improvement Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n Leadership and management are good. The provider and managers work closely with staff and they have embraced support from the local authority. Staff have attended training sessions and built good links with local schools. Their actions and proactive approach have a positive impact on children's outcomes. For example, pre-school children are well prepared for their primary education. n Staff plan exciting activities that take into account children's individual learning needs and interests. As a result, children enjoy their learning and they make consistently good progress. n Children have a voice. Staff embrace children's ideas when planning activities and topics. For example, pre-school children recently showed an interest in trees and this evolved into a topic about the rainforest. Consequently, children are engaged and eager to learn more. n Children are well behaved. They learn manners and develop good social skills. For

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This provision is good

example, babies feed themselves competently at lunchtime. They sit happily with their friends and staff and thoroughly enjoy this relaxed, social occasion. n Children benefit from opportunities to learn about similarities and differences. These activities are adapted to children's level of understanding. For example, toddlers experienced the vibrancy of colours as they learned about the festival of Holi. They mixed dried paints, which helped them to see how colours change. They also discovered the joy of becoming covered from head to toe in paint. n Staff do not make the best use of opportunities to extend children's vocabulary and, at times, they give the wrong information. For example, staff incorrectly refer to a frog as an insect. n Occasionally, routines during the snack-time period are not managed well enough. This results in increased noise levels and some disruption in children's learning.

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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 extend children's vocabulary further so they experience the meaning and sounds of new words n review the organisation of routines during the snack-time period, to maximise children's learning.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching and the impact this has on children's learning. n The inspector spoke to children and staff throughout the inspection. n The inspector held a meeting with the leadership and management team to discuss the improvements made since the previous inspection. n The inspector spoke to one parent and reviewed parents' questionnaires. n The inspector reviewed the nursery's self-evaluation form. n The inspector viewed a sample of documentation, including medication records and information about children's dietary needs.

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Effectiveness of leadership and management is good

Safeguarding is effective. The procedures for ensuring children's safety are rigorous. For example, staff supervise children closely when they are using the internet, and medication procedures are robust. All staff who work at the nursery are appropriately vetted to ensure they are suitable to work with children. The outdoor play area is safe and secure. Children relish outdoor play opportunities and take responsibility for fixing any broken equipment. For example, children used real tools to help the 'handy person' fix the wheelbarrow. This helps them to understand about sustainability and taking care of their toys and resources. The provider and managers have established a strong and motivated team. They promptly address underperformance and have given staff lead roles. This approach works extremely well in practice. For example, a pre-school coordinator has recently been introduced to ensure children are ready for school. This

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Effectiveness of leadership and management is good

role is complemented by dedicated staff who respond well to training and support to enhance the quality of their teaching.

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Quality of teaching, learning and assessment is good

Effective transitions significantly aid children's learning. Staff work closely with parents to establish their children's starting points. They take into account the individual learning needs of each child and plan meaningful activities to extend their learning. For example, babies who are wary of messy play are offered activities such as painting with yoghurt, to help them experience familiar textures. Staff assess children's capabilities at regular intervals and where progress is less than expected they take prompt action. For example, staff work closely with outside agencies and parents. Consequently, all children, including those with special educational needs and/or disabilities, make good progress. Teaching is consistently strong.

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Personal development, behaviour and welfare are good

Children benefit from lots of fresh air and exercise. They are independent and demonstrate a can-do attitude. For example, toddlers worked collaboratively and made an impressive obstacle course. They showed consideration to others and celebrated their achievements as they took turns balancing across the planks of wood. The outdoor play area provides rich learning opportunities. For example, children refine their physical skills as they ride wheeled toys and use sweeping brushes with precision and skill. They enjoy tipping and filling sand into buckets, which develops their early mathematical skills. Children understand the effects of physical exercise on their bodies as they help themselves to fresh drinking water to quench their thirst.

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Outcomes for children are good

The range of available resources provides children with the opportunity to initiate their own play and learning. During the inspection, pre-school children discovered a set of weighing scales could also be used as a catapult. They worked together to test out their discovery and quickly realised the harder they hit one side of the scales, the faster the ball projected through the air. They remained thoroughly engaged. All children, including babies, are eager to learn and thrive in this stimulating and nurturing environment.

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Setting details

Unique reference number EY217002 Local authority Stockport Inspection number 10078055 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 0 - 4 Total number of places 59 Number of children on roll 94 Name of registered person Orchards Day Nursery Limited

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reference number

Date of previous inspection 14 August 2018 Telephone number 0161 432 1994

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reference number

Orchards Day Nursery registered in 2002 and is located in Heaton Moor, Stockport. The nursery employs 24 members of childcare staff. Of these, 15 staff hold appropriate early years qualifications at level 3 and three at level 2. The manager holds a level 5 early years qualification. The nursery opens from Monday to Friday all year round. Sessions are from 8am until 6pm. The nursery provides funded early education for three- and four-year-old children.

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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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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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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