Toddlers Children's Nursery Limited

Inspection of Toddlers Children's Nursery Limited Ribble Drive, Whitefield, Manchester M45 8TD

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

Many children, including those from disadvantaged backgrounds, do not access a broad curriculum. As a result, they are not making progress and, at times, they lack enthusiasm for learning. This is exhibited in their behaviour and low levels of engagement. For example, toddlers are not encouraged to develop their self-care skills. They are disengaged and simply stand as staff dress them for outdoor play. One toddler who is bored sprawls across an empty table, places his elbow on the table and rests his head in his hand.

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The provision is inadequate

Expectations of what children can achieve are too low. This weakness is particularly evident for children with, or who may have, special educational needs and/or disabilities (SEND). Staff talk about what they would 'love children to do', but they do not understand children's needs well enough. Consequently, they have not taken action to help children to get the support they need from outside agencies.

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The provision is inadequate

There are elements of positive practice. Staff are kind and caring towards children, which helps them to feel valued. All children enjoy playing outdoors and babies are happy exploring their stimulating environment. However, children's safety and well- being are not assured due to ineffective policies and procedures. For example, children have limited opportunities to build a relationship with their key person because they are based in a different room. Some children cannot quench their thirst because fresh drinking water is not available. Furthermore, sleeping children are left in a room unsupervised. This compromises their safety.

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need to do better?

n There are significant gaps in leadership and management, which have exacerbated weaknesses at the nursery. Leaders acknowledge that the quality of practice has declined and they are taking some steps to address this issue. For example, they have recently recruited an experienced manager, who is due to start in the coming weeks. However, leaders have relied too heavily on the acting deputy manager to monitor the day-to-day practice. The deputy manager works directly with children. As a result, she is unable to carry out management tasks and check that staff implement the curriculum effectively. n All staff, including the deputy manager, care greatly about the children. They are eager to improve their knowledge and skills, and many have booked on face-to- face training. However, they are unable to access this training due to low staffing levels. This does not support staff in developing their skills and has a

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need to do better?

detrimental impact on children's care, learning and education. n The curriculum is poor and lacks depth. For example, children have limited opportunities to explore books, to help widen their vocabulary and to develop their love of reading. Some books are locked away in a cupboard 'because

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need to do better?

15 October 2021 children will rip them'. Other books are stored in areas of the room that children do not access. Children attempt to draw pictures and make marks on paper. However, the pencils are blunt. Nevertheless, children show determination and have a go. Once they have finished drawing their pictures, the paper is not replenished. As a result, children cannot return to this activity to practise and refine their early writing skills. n Assessments of what children know and can do are fairly accurate. For example, staff have correctly identified that some children, including disadvantaged children, are delayed in their communication and language. However, they have not focused on promoting this area of learning as a priority. n Children with SEND are not supported well enough to help them make progress. For example, staff allow children to flit around the room and do not attempt to engage them in meaningful learning. Staff lack a sense of urgency in seeking

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need to do better?

support from outside agencies to help children get the extra help they need. The special educational needs coordinator (SENCo) and staff are not suitably trained or experienced to enable them to meet the needs of these children. Furthermore, leaders do not have regard to the 'Special Educational Needs Code of Practice'. As a result, children's individual learning needs are not met. n Children display reasonable levels of engagement, as they participate in outdoor activities. They enjoy collecting leaves and twigs for their autumn topic. Children also run exuberantly in the fresh air and enjoy riding trikes on the path. These physical activities help children to develop their movement and coordination. However, children and toddlers are not consistently engaged because staff do not organise an enabling indoor environment. For example, tables in the toddler room are left empty and some activities set out in the pre-school room offer little

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need to do better?

stimulation for children. As a result, they become bored and restless. In contrast, babies confidently manipulate different materials using their senses and they are eager to explore their stimulating environment. n Children enjoy healthy snacks of seasonal fruits and learn to brush their teeth, which positively promotes their good health. However, their personal development needs are not consistently met. For example, fresh drinking water is not readily available for children. This means that some children are not hydrated throughout the day. Furthermore, children have limited opportunities to develop their self-care skills. These weaknesses do not promote children's health and independence. n Parents speak highly of the staff and the care their children receive. However, some parents are unsure who their child's key person is. This weakness is evident in practice. Some children have a key person who is based in a different

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need to do better?

room. As a result, children are unable to form a special attachment with their key person. This also means that staff cannot ensure every child's care and learning is tailored to meet their individual needs.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Staff have undertaken child protection training and know that safeguarding

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Safeguarding

15 October 2021 concerns must be reported immediately. However, the designated safeguarding lead has not undertaken appropriate training for this role. Consequently, they have not identified the importance of making links with local safeguarding partners to support children they know are vulnerable. Children's safety is further compromised due to poor deployment of staff. For example, staff leave children sleeping alone in the room while they take children outside. This means children are not in sight and/or hearing, which puts them at risk.

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Due date

ensure children have access to fresh drinking water at all times 02/11/2021

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Due date

put appropriate arrangements in place to support, coach and train staff, so that they have a clear understanding of how to meet children's individual care and learning needs 02/11/2021

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Due date

implement an effective key-person system to ensure that every child's care is tailored to meet their individual needs 02/11/2021

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Due date

ensure the SENCo has regard to the 'Special Educational Needs Code of Practice' 02/11/2021

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Due date

ensure sleeping children are in sight and/or hearing at all times 02/11/2021

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Due date

ensure the designated safeguarding lead attends an appropriate child protection training course 02/11/2021

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Due date

make links with local safeguarding partners to ensure children's safety. 02/11/2021

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Due date

take every opportunity to stimulate children's communication and language across the curriculum 26/11/2021

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Due date

improve the literacy curriculum so that children have opportunities to explore books and practise their early writing skills 26/11/2021

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Due date

plan a curriculum that ignites children's interests and nurtures their growing independence. 26/11/2021

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Due date

provide better support for children with SEND so their learning needs are met 02/11/2021

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Due date

make sure disadvantaged children get the extra help they need to help them catch up quickly 02/11/2021

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Setting details

Unique reference number 2623881 Local authority Bury Inspection number 10206172 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 43 Number of children on roll 54 Name of registered person Toddlers Children's Nursery Limited

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reference number

Telephone number 0161 766 9866 Date of previous inspection Not applicable

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Information about this early years setting

Toddlers Children's Nursery Limited registered in January 2021. It is situated in the Whitefield area of Bury. The nursery employs six members of childcare staff. Of these, five hold an appropriate early years qualification at level 3 and one holds level 2. The nursery opens from Monday to Friday all year round, except for bank holidays. Sessions are from 8am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the nursery received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with leaders and managers and has taken that into account in their evaluation of the nursery. n The inspector observed the quality of education and the impact this has on children's learning. n The inspector spoke to parents during the inspection. n The deputy manager and inspector completed a learning walk around the nursery. n Discussions were held with the leadership and management team. n The inspector viewed a sample of documentation, including staff suitability checks.

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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

15 October 2021 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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