Kids Around The Clock @ Benchill

Inspection of Kids Around The Clock @ Benchill Brookfield Gardens, MANCHESTER M22 8ZZ

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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 Requires improvement

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The provision is good

Leaders have devised an ambitious curriculum. Overall, this helps to ensure that children receive a good quality of education. Children make good progress from their skills and capabilities on entry. They develop many key skills in readiness for future learning. The curriculum for physical development is implemented particularly well by staff. Staff provide 'tummy time' for babies to develop their core strength. Babies are supported to pull themselves up to a standing position, showing delight when they succeed. Older children develop their large-muscle skills through a range of activities, such as running, climbing through tunnels and dancing energetically to music. Staff prioritise children's physical health. For example, children brush their teeth twice each day and benefit from a nutritious diet. As a result, children's physical development and health are strong.

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The provision is good

Staff take time to get to know children's personalities and characteristics. For example, when babies make gestures, such as rubbing their eyes or opening and closing their hands, staff immediately know they are tired or are becoming anxious. Babies are secure and know their needs will be met. Consequently, they are settled and extremely content.

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The provision is good

Children's behaviour is excellent because staff use effective strategies to help them to manage their feelings and behaviours. Staff model good practice and routines. They teach children the 'golden rules', which they understand and follow. For example, as older children arrive, they dress themselves in a coloured tabard that represents the key group they belong to. Children are happy and self-assured.

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need to do better?

n The nursery is led by committed leaders, who want the best for children. Leaders care immensely about staff, which helps them to feel valued. They prioritise staff well-being, and morale is high. Self-evaluation is accurate. Leaders and staff have worked together to successfully address the actions raised at the previous inspection. Together, they aspire to provide outstanding provision. n The quality of the environment supports children's independence and social skills. Resources are easily accessible. Babies explore and lead their own self- chosen play. Staff support children to serve themselves fish risotto and pour their own drinks. Toddlers are eager to have a go at scooping the risotto. Older children help with setting the table, which has tealights set out to create a pleasant ambience. Staff interact positively with children during a social mealtime experience. Relationships are warm and friendly.

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need to do better?

n Leaders provide some meaningful support for staff to help them to meet children's individual needs. For example, staff have recently completed training

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need to do better?

17 October 2023 in sign language and sensory development. This helps staff to communicate with children who wear hearing aids and those who respond well to sensory stimulation. However, leaders do not precisely monitor how the curriculum is implemented to ensure that staff teach children some of the sequential skills needed. At times, the activity gets in the way of the intended learning. This does not consistently help children to build on what they know and can do. n Parents are very complimentary about the care and education their children receive. Leaders work hard to ensure that parents are fully involved. A wealth of communication methods are used to share information with parents. Parent representatives are also elected to gather parents' feedback. Leaders listen and act on any feedback. Partnership with parents is highly effective and provides consistency in supporting children's learning. n Staff instil a love of books by bringing them to life. Young children excitedly

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need to do better?

recall repeated phrases and actions. They delight in finishing the sentences of a favourite book and exclaim, 'Oh dear'. Two-year-old children act out their own bear hunt. They stomp through the grass and mud outdoors in search of a hidden bear. Children enjoy listening to books, which helps to prepare them for reading at school. n Overall, effective planning and assessment are helping to identify and close any gaps in children's learning. The qualified and experienced special educational needs coordinator makes swift referrals to external professionals. Children with special educational needs and/or disabilities receive the timely and targeted support to help them make the progress of which they are capable. n Children thoroughly enjoy activities that staff plan based on their interests, a theme or a current celebration. For example, children enthusiastically use autumn leaves and toy cars to make prints in paint. Staff provide soft dough,

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need to do better?

and children keenly explore the texture. Children grow vegetables and herbs and delight in this sensory experience. However, some activities are planned without taking account of what children need to learn next. This does not consistently support their individual learning needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff, including the designated safeguarding leads, have accessed child protection training. This means that they are aware of their responsibilities to keep children safe. Staff know the appropriate steps to take if they are concerned about the conduct or behaviour of a colleague. Children's safety and well-being are promoted well. For example, safe sleeping practices are adopted. Leaders adopt robust safe recruitment procedures. This helps to ensure that staff are suitable to work with children. The nursery premises are secure. Risk assessments are used well and help to maintain a safe environment for children to play and explore in. Leaders ensure that staff are deployed well. This means children are supervised and protected.

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should:

n help staff to build further on what children know and can do and focus more precisely on teaching children the sequential skills they need to learn next n monitor how the curriculum is implemented to take account of the intended learning.

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Setting details

Unique reference number EY499945 Local authority Manchester Inspection number 10311284 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 130 Number of children on roll 247 Name of registered person Kids Around The Clock Limited

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reference number

Telephone number 0161 998 0579 Date of previous inspection 16 February 2023

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Information about this early years setting

Kids Around The Clock @ Benchill registered in 2016 and is situated in Benchill, Manchester. The nursery is open from 7am to 7pm, Monday to Friday, all year round. The nursery employs 23 members of childcare staff. Of these, one holds a recognised qualification at level 6, one holds level 5, 12 hold level 3 and two hold a level 2. The nursery provides funded early education for two-, three- and four- year-old children.

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Inspection activities

n The inspectors discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the provider. n Leaders took the inspectors on a learning walk and talked to the inspectors about their curriculum and what they want the children to learn. n The inspectors observed the quality of education and assessed the impact that this was having on the children's learning. n Parents shared their views with the inspectors. n The inspectors reviewed evidence of staff suitability checks and qualifications. n The inspectors held discussions with leaders and staff and spoke with children at appropriate times. n The inspectors carried out joint observations with both managers.

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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

17 October 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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