The Manor Preschool Nursery

Inspection of The Manor Preschool Nursery Morton Manor community Centre, Wigton Road, Carlisle CA2 6JP

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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 Good

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The provision is good

The ethos of this nursery places children's safety, care and learning at the centre. The close partnerships established with parents, as well as the effective key-person system, mean that children's needs are well known and understood. This, in turn, creates trusting relationships between children and staff that help children to feel safe and secure. On arrival, children bound into nursery, confidently leaving their parents and carers at the door. Staff promote friendships well as they encourage children to play collaboratively with one another. When children do have minor disagreements, staff react swiftly and calmly, using consistent strategies that help to reinforce the nursery rules and curriculum intentions.

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The provision is good

The manager's well-defined curriculum intent values the differing needs and diversity of the children and their families. This is clearly understood by staff who are advocates for all children becoming effective learners. Staff are ambitious for children's achievements. They use their secure knowledge of children, and the skills and knowledge they need to learn next, to inform their plans to support children's development. All children, including those with special educational needs and/or disabilities (SEND), progress well in their learning.

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need to do better?

n The manager has clear intentions for children's learning. In the main, staff have a good understanding of what this means for their practice and work together to embed the curriculum goals. This means that children are frequently exposed to learning that promotes good development. n Overall, the curriculum is very well designed to ensure that children are able to consolidate their learning before moving on. For example, staff carefully select books at story time. They choose books for younger children that offer lots of repetition of words to help embed vocabulary before moving on to stories that are focused on broadening children's word knowledge. Children develop secure foundations for all later learning. n There is excellent support for children with SEND. Staff ensure that adjustments are made so that all children can fully access the environment, resources and learning opportunities. For example, staff make use of visual aids that are placed

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need to do better?

in every part of the environment and consistently apply agreed communication methods. Children with SEND benefit from the strong practice from staff as they quickly become effective learners. n The manager and staff prioritise establishing strong relationships between children and their key person. For example, staff incorporate key-group activities into the daily routine. This gives staff daily opportunities to spend time with their key children in small groups, embedding strong bonds and secure attachments. This provides children with firm foundations for their confidence to play, explore

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need to do better?

29 April 2024 and learn. n In the main, the curriculum is highly effective in promoting children's love of learning. The carefully considered routine of the day ensures that children have maximum time for uninterrupted and independent play. This helps children to learn to persevere as they take their time to fit jigsaw pieces together. Once complete, they give a thumbs up to show the pride in their achievement. Children spend the morning enthusiastically gathering items from the richly resourced environment to bring their ideas to life. They develop excellent attitudes to learning and are curious and motivated in all they do. n The manager is ambitious for the success of the nursery and is committed to reflecting on where improvements can be made. While this has led to many positive changes to the provision, some gaps in practice remain. Arrangements for performance management are not fully embedded to give the manager

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need to do better?

precise and in-depth evaluations of practice. As a result, there are minor gaps in some aspects of staff practice and the curriculum, which occasionally impact on children's learning experiences. n Overall, staff are supported well to develop their knowledge and skills. The manager ensures that training is planned collaboratively with staff with a focus on the needs of the children. However, professional development is not fully effective in supporting staff to gain a secure grounding or to deepen their knowledge over time. This means that, occasionally, the curriculum is not implemented as effectively to promote learning intentions for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n sharpen the focus for performance management of staff to provide more in- depth evaluations of practice that better inform plans for improvements n build on the current programme of professional development, to promote practice and subject knowledge of staff that continually builds and improves.

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Setting details

Unique reference number EY498344 Local authority Cumberland Inspection number 10317114 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 26 Number of children on roll 37 Name of registered person Morton Manor Community Centre

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reference number

Telephone number 01228 531105 Date of previous inspection 2 May 2018

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Information about this early years setting

The Manor Preschool Nursery registered in 2016 and is located in Carlisle, Cumbria. The nursery employs six members of childcare staff, all of whom hold appropriate early years qualifications at level 3. The nursery opens from Monday to Friday, 9.15am until 3.45pm, term time only. 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 pandemic began. The inspector discussed the impact of the pandemic with the manager 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 inspector spoke to children to find out about their time at the setting. n Staff spoke to the inspector during the inspection. 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 and manager carried out a joint observation of a group activity. n Parents shared their views of the setting 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

29 April 2024 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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