Partington Nursery

Inspection of Partington Nursery Central Road, Partington, MANCHESTER M31 4FL

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children are happy and settled in this welcoming setting. They enjoy genuine, warm relationships with staff. For instance, babies who cannot yet talk gently stroke their key person's face when they wish to gain their attention. They beam when their non-verbal cues are understood. Meanwhile, pre-school children playfully joke with staff by placing their ice-cold hands on their faces after a polar- themed activity. Children and staff laugh together as they enjoy this light-hearted opportunity to bond.

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The provision is good

Children's communication and language skills are mostly promoted well throughout this setting. Staff skilfully introduce key words during activities and when children are freely exploring resources. For instance, staff naturally introduce descriptive language while children study natural objects such as conch shells and sticks. Younger children listen intently to staff members use of language, while older children begin to repeat and mirror the words. This helps to support children's growing vocabulary. However, at times, some staff use incorrect terminology when speaking to children. For example, saying 'yog yog' or 'ta'. Some children find this confusing and correct staff members, reminding them of the right words to use.

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need to do better?

n Parents appreciate this 'wonderful' setting. They feel staff and the management team go 'above and beyond' to meet the individual needs of children. For example, parents feel their children are well prepared for future learning, including the move to primary school. Furthermore, parents feel they are personally well supported and feel confident to approach the management team with any questions or concerns. n Children's literacy skills are well supported. Staff encourage children to practise mark making in a variety of ways. For example, by tracing different lines in shaving foam, or writing letters to their loved ones. Children demonstrate good pencil control. They enjoy creating and posting their notes, reminding their friends to 'stick on some stamps' and 'close the envelope'. n Staff teach children ways to help keep themselves safe. Therefore, children begin to understand how to manage reasonable risks in their play

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need to do better?

independently. For example, pre-school children explain that they should not touch an oven as 'it's very hot and you can burn yourself'. They also consider how to use glass objects safely, carrying them carefully and placing them gently onto surfaces. n Members of the management team ensure all children enjoy a hot, nutritious meal every day. They are committed to providing well-balanced meals in order to support busy families and promote children's good health. Children appreciate this and describe their food as 'really good' and 'yummy'. Pre-school children

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need to do better?

9 January 2020 build independence as they open their own yogurt pots and scrape their plates. However, some younger children struggle to use a knife and fork appropriately during mealtimes. n The management team and staff place a high importance on children's emotional well-being. For example, all children have access to a 'safe space'. This is a small, cosy area designed to accommodate one child. Children are encouraged to use this area if they feel overwhelmed, frustrated or shy, to calmly regulate their feelings. From here they can observe their peers, monitor the environment and re-join the classroom on their own terms. This helps to support children's personal and emotional development. n Members of the management team actively encourage families in the local area to use their child's entitlement to funded early education. They campaign within the community and share the educational benefits of accessing a place at the

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need to do better?

setting. Furthermore, the management team uses other funding thoughtfully. For instance, by promoting children's attendance and offering children new experiences, such as swimming. n Staff plan challenging and exciting activities for children. They consider the unique development goals of all children and provide meaningful learning across the early years foundation stage. For instance, pre-school children learn about the natural world and use the language of size while experimenting with ice, while younger children begin to interact with simple technology and count out loud during group circle time.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The premises are secure and entry is only granted to visitors who have been verified by a member of the management team. This helps to minimise any potential risk of harm to children. Staff understand the signs and symptoms which may indicate a child is being abused. They understand the steps to take should they have concerns for the welfare of a child. This includes procedures to follow should they believe a member of staff or the management team is behaving inappropriately.

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should:

n enhance independence during mealtimes, particularly by encouraging two-year- old children to eat with cutlery n encourage staff to use correct terminology when speaking to children, in order to further support their communication and language development.

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Setting details

Unique reference number EY286057 Local authority Trafford Inspection number 10129164 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 to 6 Total number of places 50 Number of children on roll 62 Name of registered person Trafford Borough Council

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reference number

Telephone number 0161 912 2210 Date of previous inspection 31 March 2016

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Information about this early years setting

Partington Nursery registered in 2004. The nursery employs 14 members of childcare staff. Of these, 11 hold appropriate early years qualifications at level 2 or above and one holds qualified teacher status. The nursery opens Monday to Friday, all year round, from 7.30am until 6pm. It provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager discussed the curriculum and the impact this has on children's development with the inspector during a tour of the setting. n The inspector observed the quality of teaching, both indoors and outdoors, throughout the inspection. n Children and parents shared their feedback and experiences of the setting with the inspector. n A joint evaluation of practice was undertaken by the manager and the inspector. n The inspector held discussions with the management team and members of staff. The inspector also considered relevant documentation, including that relating to the safer recruitment of staff.

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Inspection activities

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.

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Inspection activities

9 January 2020 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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