Old Moat Childcare

Inspection of Old Moat Childcare Old Moat Community Primary School, Community Hub, Old Moat Lane, MANCHESTER M20 3FN

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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 Outstanding

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The provision is inadequate

The nursery has not always kept Ofsted up to date when there has been a change to the manager. Although the original manager has now taken back over this role, it is a breach of requirements. Issues with staffing have led to poor teaching and learning. As a result, children are not receiving a good quality of education. The nursery manager has not yet had the opportunity to fully gain an oversight of the inconsistencies in teaching and staff knowledge. This has affected her ability to effectively evaluate staff practice and make any necessary improvements.

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The provision is inadequate

The deployment of staff is not designed to meet children's needs. The manager is relying on supply staff and staff from a partner nursery to work at this nursery, alongside permanent staff members. This has led to staff not having an adequate oversight of children's development. They have failed to implement effective behavioural boundaries and expectations. Furthermore, not all staff are aware of their roles within the nursery. The nursery does not have a named deputy to take charge in the manager's absence, which compromises children's safety and well- being.

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The provision is inadequate

The manager has now returned to the nursery and understands the challenges ahead. She is working closely with the local authority's early years advisers and demonstrates a commitment to bringing about future change to improve outcomes for children.

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need to do better?

n Leaders have allowed the quality of the provision to decline significantly since the previous inspection. The leader, who is also the nursery manager, has developed a curriculum that focuses on children being well prepared for school. She wants children to be independent in their self-care, develop listening skills and show an understanding of routine. However, not all staff are aware of the curriculum intent and fail to implement teaching skills to help children achieve their goals. The quality of education offered is poor. n Staff have attended some training to enhance their professional development. However, the manager's monitoring of staff practice and teaching is not yet effective. As a result, there are inconsistences in staff practice. Furthermore, teaching skills are varied. This means children are not making the progress they are capable of. n Parents speak highly of the new nursery manager. They say their children are

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need to do better?

happy at nursery and comment on the 'supportive staff'. However, staff do not always share ideas to continue children's learning at home. This does not support effective partnership with parents. n Children's behaviour is not supported well enough. Some children are not aware

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need to do better?

4 November 2022 of behavioural boundaries and expectations. For example, children regularly hit each other. Furthermore, they show little respect for staff members when they are told to 'stop running' or to 'be kind'. n The key-person system is not always effective because many staff are absent. Staff covering at the nursery do not know and are not aware of children's individual needs and next steps. As a result, children are not well prepared for their next stage of learning. That said, most children are settled and happy at the nursery. n Communication and language opportunities are limited in the nursery. There are some occasions when staff support this, for example, by reading stories and talking to children. Staff also screen children's communication and language development. However, not all staff use the information from this assessment to provide the required intervention. Overall, there is little interaction between staff

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need to do better?

and children. Therefore, not all children are making adequate progress with their communication and language. n Hygiene practices at the nursery are poor. Children are not encouraged to learn about ways to keep themselves healthy. For example, they are not encouraged to wash their hands after blowing their noses. This is furthered mirrored by staff, who also do not wash their hands and put their used tissue in their pocket. That said, children are encouraged to wash their hands before lunch. n Staff do not always support children to be independent in their self-care skills. For example, staff put on children's coats and shoes for them. As a result, children are not developing their independence skills. n The nursery has a dedicated special educational needs and disabilities coordinator (SENDCo). She is responsible for supporting children who have special educational needs and/or disabilities (SEND). The SENDCo has good

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need to do better?

knowledge of the children with SEND and works alongside staff to model interactions. However, not all staff effectively implement these interactions. Consequently, children with SEND are not getting the support they need to help them reach their full potential.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Staff knowledge of safeguarding and child protection is variable. Not all staff are aware of the signs of abuse and child protection matters. They know to report concerns to their manager. However, they are not aware of the whistle-blowing policy. This compromises children's safety. The nursery manager has good knowledge of safeguarding and child protection. She is alert to children in the nursery who are at risk of harm and neglect and works with relevant agencies to support these children. Risk assessments are not always effective. Children can leave their base rooms and access the nursery corridors. As a result, children are at risk of being unsupervised. For example, children would be able to access the staff toilet where there are hazardous substances. This puts children's safety at risk.

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Due date

ensure there is a named deputy to take charge of the nursery in the absence of the manager 09/12/2022

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Due date

ensure that the arrangements for the supervision of staff working with children are effective in coaching and supporting them to promote the interests of children 09/12/2022

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Due date

introduce effective arrangements for managing children's behaviour to ensure all children are safe and understand acceptable behaviour 09/12/2022

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Due date

ensure risk assessments are effective in identifying risks that may put children at harm 09/12/2022

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Due date

improve staff knowledge of the learning and development requirements, to ensure that all children receive a good quality education. 14/12/2022

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should:

n support staff to implement and maintain good standards of hygiene practice for themselves and the children n provide opportunities for children to develop their independence skills, to help prepare them for their next stage of learning.

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Setting details

Unique reference number EY448061 Local authority Manchester Inspection number 10233830 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

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inspection

Total number of places 30 Number of children on roll 39 Name of registered person Community-Minded Ltd

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reference number

Telephone number 01614349225 Date of previous inspection 11 November 2016

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Information about this early years setting

Old Moat Childcare was registered in May 2012. It operates from the community hub wing of the Old Moat Community Primary School. The setting is open from 9am until 5.30pm, Monday to Friday, all year round. The setting provides funded early education for two-, three- and four-year-old children. There are 14 members of staff who work directly with the children. Of these, eight hold an appropriate early years qualification at level 2 or above and one member of staff holds a level 7 qualification.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The manager showed the inspector documentation to demonstrate the suitability of staff. n The inspector observed the interactions between staff and children. n The inspector spoke to the staff at appropriate times during the inspection. n The inspector carried out a joint observation of an activity with the manager. n The inspector spoke to parents and took into account their views of the setting.

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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

4 November 2022 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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