Educare For Early Years (Radcliffe)

Inspection of Educare For Early Years (Radcliffe) Mill Bank, Radcliffe, Manchester M26 1AJ

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Some children are not always experiencing a consistently good-quality curriculum. Leaders do not always ensure that all staff working directly with children with special educational needs and/or disabilities (SEND) are adequately trained to fulfil their roles. There are arrangements in place for the supervision of staff. However, these do not always focus sharply enough on ensuring that all staff have manageable workloads so that they can consistently meet the individual needs of all children. Due to these weaknesses, not all children receive meaningful and purposefully planned education.

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The provision requires improvement

Despite these weaknesses, children arrive to nursery happy. They are greeted by friendly staff. Children are eager to join in with activities that staff have planned for them. Children are safe and secure in this nursery. Pre-school children are confident in their physical skills. They take turns to climb the outdoor play equipment and enjoy using the slide. Children sit together at the table to eat their meals. They enjoy healthy snacks and nutritious home-cooked meals. This supports children to start to learn about different ways to live a healthy lifestyle.

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The provision requires improvement

Parents have recently been invited back into the nursery when they pick up their children. This is after measures had been put in place in response to the COVID-19 pandemic. Children now share with parents what they have been doing that day when they are collected.

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need to do better?

n Leaders have arrangements in place to supervise staff who work with children, such as peer observations and regular supervision meetings. However, these are not always successful. Leaders do not always identify appropriate actions to support all staff to improve their practice, particularly staff knowledge and understanding of how to effectively support all children's individual needs. Furthermore, leaders do not have effective measures in place to ensure that staff workload is achievable. Therefore, not all children are making consistently good levels of progress in their learning. n There is a qualified and experienced special educational needs coordinator (SENCo) who comes into the nursery and works closely with staff on a regular basis. The SENCo knows the children well and has targeted plans in place that identify their individual needs. However, staff working day to day with children with SEND are not always adequately trained to implement the learning plans

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need to do better?

effectively. While staff offer nurturing support to children, they are not always able to meet each child's unique learning needs. n Leaders and staff carry out observations and assessments of children. In the main, they use these effectively to plan appropriate activities that capture most

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need to do better?

24 January 2023 children's interest. Staff have a good knowledge and understanding of the purpose of the progress check at age two. They encourage parents to share this with children's health visitor for shared working. The SENCo has good links with other professionals involved in the care and welfare of children. This ensures that early help from these professionals is put in place to support children. n Leaders have a curriculum overview in place that is clear. This is understood by most staff. There is some good practice across the setting. Children make different 'boats' and 'rafts', and experiment with whether they float or sink. However, there are inconsistencies in the quality of teaching. At times, some staff give children instructions with little or no explanation. Therefore, some children become upset and do not engage or get involved with activities. n Staff support children's communication and language development well through

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need to do better?

singing songs and modelling language. Pre-school children articulate themselves well. They engage in back-and-forth conversations with staff and other children. This supports children's growing vocabulary. Staff who work with the youngest children offer a running commentary of what is happening now and next. Therefore, the children in these rooms are settled. n Staff in the baby rooms support children's physical development well. Younger babies enjoy the opportunity to engage in a sensory activity each morning. They have fun exploring different lights, scarves and foil. Children build their core muscles and the muscles needed for speech through a variety of experiences. Older children enjoy practising their coordination and balance skills outside. They use scooters and bicycles with confidence. Consequently, most children make secure progress in their physical development. n Staff provide parents with regular feedback about their children's time in

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need to do better?

nursery. They offer parents support on how they can continue to promote their children's development at home. This supports children's continuity in learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and staff have a good knowledge and understanding of safeguarding. Leaders revisit safeguarding during staff meetings, and spontaneously check to ensure that staff are keeping their knowledge and understanding current. Staff are aware of the potential signs and symptoms of abuse. They know how to correctly report concerns about the welfare of children. Leaders and staff carry out regular checks of the environment to ensure that it is safe for children. Staff are trained in paediatric first aid. They know how to administer first aid in the event of an accident. Leaders have effective staffing arrangements in place. This ensures that children are always adequately supervised.

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Due date

ensure that effective arrangements are in place to support children with SEND to make consistently good progress in their learning 24/02/2023

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Due date

ensure that staff undertake appropriate training and professional development opportunities so that they offer quality learning and development experiences for all children, including children with SEND 24/02/2023

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Due date

ensure that effective arrangements for staff supervision are in place to successfully support staff in their roles, and ensure that their workload is manageable. 24/02/2023

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Setting details

Unique reference number EY490430 Local authority Bury Inspection number 10271731 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 100 Number of children on roll 91 Name of registered person Educare For Early Years Limited

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reference number

Telephone number 01617249055 Date of previous inspection 22 August 2017

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Information about this early years setting

Educare for Early Years (Radcliffe) originally registered in 2005. It was re- registered in 2015 after the providers changed to limited company status. It is situated in Manchester. The nursery employs 18 members of childcare staff. Of these, three hold appropriate early years qualifications at level 2, four at level 3, five at level 4, one at level 5, and one member of staff has early years teacher status. 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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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 nursery. n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children told the inspector about their friends and what they like to do when they are in the pre-school room. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual and manager about the leadership and management of the nursery. n The special educational needs coordinator spoke to the inspector about how

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Inspection activities

they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out joint observations of group activities with the manager. n Parents shared their views of the nursery with the inspector.

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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

24 January 2023 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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